
gass LA 34-2 

Bnnk . C S A G 



M!lllllllllllllllllllllllllllllllllllllll!llllllllllllllllllllllllllllllllllllllllllllllllll!M 



CINCINNATI 



A city that, with well defined pur- 
pose, is seeking through the co-oper- 
ation of all its institutions — social, 
civic, commercial, industrial, educa- 
tional — to develop a unified system of 
Public Education that shall adequately 
meet the needs of all its people. 



DEPARTMEN r OF SUPERINTENDENCE 

NATIONAL EDUCATION ASSOCIATION 

February 22 -27. l')13 



A 



Toevic^n 




A city that, with well defined pur- 
pose, is seeking through the co-oper- 
ation of all its institutions — social, 
civic, commercial, industrial, educa- 
tional — to develop a unified system of 
Public Education that shall adequately 
meet the needs of all its people. 



DEPARTMENT OF SUPERINTENDENCE 
NATIONAL EDUCATION ASSOCIATION 

February 22 - 27, 1915 






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Sntrobttction 



HE PURPOSE of this booklet is to give an 
account of the Cincinnati school system and 
to explain the methods of co-operation be- 
tween the schools and the other educational 
forces of the city. 

Education is no longer regarded as a function that 
belongs exclusively to the school. It is a function of the 
whole community. The problem is so to organize the 
educational process that there may be no wasted effort 
and that the changes which education makes may be 
wholly good both for the individual and for society. This 
conception of social duty imposes upon a community the 
obligation to care for the individual before he arrives at 
the customary school age; to give him the best possible 
advantages during the period of his school life; and then, 
when his school days are over, to afford him opportunity 
for such further means of improvement as will enable 
him to reach the largest measure of self-realization and 
to attain the highest degree of social efficiency. 

This large task of education Cincinnati is endeavoring 
to perform without distinction of age or of sex, of race or 
of creed. So much remains to be done that no one would 
boast of present accomplishment. The ideal, however, is 
definite and a method of attainment has been chosen. It 
is the method of co-operation — the harmonious working 
of all the forces of the city toward one great end. Public 
and private organizations, the school and the home, the 
parent and the teacher, the child and the adult, art and 
industry and commerce, the trades and the professions, 
labor and capital, are all slowly but surely learning to 
work together for the common good. To attain this com- 
plete harmony is the Cincinnati plan for educational 
efficiency. 

This booklet is offered to the members of the Depart- 
ment of Superintendence of the National Education As- 
sociation with the hope that it may prove to them an inter- 
preter of the Cincinnati schools and of the Cincinnati plan. 

February, Nineteen Fifteen. 



LIST OF ILLUSTRATIONS 

Guilford School Frontispiece 

PAGE 

Chart of Education in Cincinnati 14 

Avondale School 23 

Central Fairmount School 25 

Douglass School 27 

Highlands School 29 

Sands School 31 

Washburn School 33 

Westwood School 35 

Chart of Day School Enrollment 62 

Hughes High School 63 

Woodward High School 65 

Oyler School Shop 77 

Sands School Gymnasium 83 

Sands School Plunge 85 

Dyer School Open Air Class 89 

Branch Hospital Open Air Class 91 

Work of Oral School, Peaslee Building 93 

Boys' Special School 97 

Chart of Evening School Enrollment 102 

Home Economics, Women's Continuation Class 115 

Apprentice Continuation School Faculty, Pattern Makers. . . . 117 

Summer Academic School Machine Work 125 

Guilford School Open Air Room 127 

Guilford School Dental Clinic 137 

Woodward High School First Aid 143 

Jackson School Penny Lunch 177 



CONTENTS 

PAGU 

I. The Public School System as a Whole 7 

II. The University of Cincinnati 37 

III. The High Schools 47 

IV. The Elementary Schools 67 

V. The Evening Schools 103 

VI. The Continuation Schools 109 

VII. Additional Activities of the Public Schools 121 

VIII. Other Educational Institutions and Agencies 147 

IX. Organizations of Teachers 185 

X. Administration, Executives, and Directory 191 

XI. Index 203 



I 

THE PUBLIC SCHOOL SYSTEM AS A WHOLE 



L 
THE PUBLIC SCHOOL SYSTEM AS A WHOLE 

Administration 

The school system of Cincinnati is unique in its inclu- 
siveness. The people of the city control the entire organi- 
zation from the kindergarten through the graduate school 
of the University. For this reason it is possible to speak 
of the "public school system" in a sense which includes 
not only the elementary and the high schools but the Uni- 
versity as well. 

Although the entire system forms an organic whole, 
each part has an independent governing body The mem- 
bers of these governing bodies all serve without pay. 

The elementary schools are administered by a Board 
of Education of seven members, elected at large for a 
term of four years. The members are elected in groups of 
four and three in alternate odd-numbered years. The 
Board of Education elects a superintendent of schools for 
a maximum term of five years, a business manager, and a 
clerk. Under the direction of the Board these three offi- 
cers have charge of the three departments of instruction; 
construction, repair and supplies; and finance. In the de- 
partment of instruction there are also two assistant-super- 
intendents and ten supervisors. 

The high schools are under the control of the Union 
Board of High Schools. This Board of fourteen mem- 
bers is constituted as follows: the seven members of the 
Board of Education; five members appointed by the Court 
of Common Pleas, as trustee of the Woodward fund; 
and two members elected by the Trustees of the Hughes 
fund. A contract, made in 1851 and amended in 1895, 
^ives to the representatives of the two Trust Funds a share 
m the management of the high schools and in return as- 
sures to the city an income of approximately $11,500 a 
year. All other expenses for the maintenance of the high 
schools are met by appropriations made by the Board of 
Education. The superintendent of schools, the business 
manager, and the clerk, all elected by the Board of Edu- 
cation, are also the administrative officers of the Union 
Board of High Schools. 



10 School System as a Whole 

The Board of Directors of the University of Cincin- 
nati consists of nine members, appointed by the Mayor 
of the city for terms of six years. These members are 
anpointed in groups of three in the even-numbered years. 
Thus only one-third retire at the end of each two-year pe- 
riod. By the huv of the State of Ohio, the taxes that are 
levied for the support of the University of Cincinnati are 
intlependent of the taxes that are knied by the Board of 
Education for the support of the other public schools. 

Orcanic connection between the Board of Education 
and the Board of Directors of the University is main- 
tained through the medium of the College for Teachers, 
a joint enter{)rise which is managed by a "Committee 
in Charge." Tliis Connnittee consists of the Superinten- 
dent of ^chools, the President of the University, one mem- 
ber of the Board of Education, and one member of the 
Board of Directors of tlie University. 

From the foregoing account it may be seen that the 
co-ordination of educational eifort in Cincinnati is due 
not to a sinijile unifying executive, but to the co-operation 
of independent authorities, all working together for the 
common good, and all responsible, in llie linal analysis, 
to the people of the city whose work they are doing. 

Executive Department 

The administration of the schools under the control 
of the Board of Education is organized in two principal 
departments- the Department of Instruction, and the 
Department of Business. 

(a) Department of Instruction 

The Superintendent at the head of the Department of 
Instruction has the appointment, subject to the approval 
of the Board of Education, of the teaching and supervis- 
ing staff and other otticers and employees who come under 
his direction; viz., at the present time: 

2 Assistant Superintendents 

5 Members of the College for Teachiers 

10 Supervisors, or Directors of Departments 

6 Iligli School Principals 
180 High School Teachers 

59 Klcmentary School Principal* 
978 Klementary School Teachen 
80 Kindergarten Teachers 



Executive, Department \ 1 



i) Spcciiil School I'riiK-ipal.n 

22 Si)ccij«l School Teacher!! 
8 NikIiI School Principals 

153 Ni^hl School Teachers 

50 (]oiiliniiation School Teachers 

42 Doincslic Science 'I'eacliers 

40 Manual Training Teachers 

8 Penntanship Teachers 

23 DrawinfH 'I eachers 
13 Music Teacliers 

30 I*hvsi<-al 'lYaininK Teachers 

1 Chief TruanI Otticer 

5 AssislanI TruanI Oflicers 

1 Director of I he Vocation Hurcau 

4 Assistants of the Vocation lUircau 

7 (]lerks and Stenographers 

Co-oporating with Iho Dcpartiricnl of Instruction, hut 
under liic direction of llic ircalth Department, there are 
assigniul to tlie schools tlie following: 

1 Chief Medical Inspector 
15 District Physicians 

14 School Nurses 
6 Dental Operators 

2 Clinic Assistants 

{b) Dkpahtmknt of Businkss 

The Husiness Manaj^er a I the head of the liusiness I)e- 
parhnent is chatffed with lh(! erection, ntpair and care of 
all school huildin^'s, and wilh tlu; purchase and distrihu- 
tion of su|>plies and materials of all kinds. Serviuf/ under 
his <lireclion an; the followinf^ rejjular employees: 

1 Superintendent of Buildings 

1 Chief Clerk 

1 Assistant (^lerk 

1 (]hief liiiKineer 

1 Visiting l'>nf<incer 

1 ('hief Janilf)r 

4 liuilding Inspectors 

2 SlenoKra[)h<'rs 

1 Telephone Operator 
86 Janitors and lilnginecrs 

The janitors and enj^ineers are awarded contracts for 
the care of the huildin^s and grounds. They employ their 
own assistants, furnisli their own cleaning suimlies, and, 
under the direction of the principals, are helu responsi- 
hle for the can; and cleanliness o\ the buildings of which 
they have charge. 



12 School System as a Whole 

The Board of Education has full control over the pur- 
chase of sites and the erection of buildings thereon, with 
authority to issue bonds in payment for the same. The 
Business Manager, under direction of the Board, has 
charge of the erection of all buildings, after the plans, 
passed upon by the Superintendent, have been adopted 
by the Board. 

Finances 

The financial year corresponds to the calendar year. 
In June, the Board of Education of the school district, 
which is somewhat larger than the city, submits to the 
Budget Commission of the county an estmiatc of its finan- 
cial needs for the ensuing calendar year. The Budget 
Commission, composed of the Mayor of the city, me 
County Auditor, and the County Prosecuting Attorney, 
considers this request, together with all similar requests 
from the city and other taxing units in the county. Under 
the present law, the Commission may allow school dis- 
tricts not to exceed five mills on the tax duplicate of the 
district. There are three funds : Tuition, from which the 
salaries of the teachers and all other educational officials 
who hold teachers' certificates, are paid; Contingent, from 
which are paid all other ofilcers and employees, also 
pensions, fuel, light, books, supplies, furniture, repairs, 
and all other running expenses; Bonds, Interest and Sink- 
ing Fund, make up the third fund. Expenditures for 
sites, new buildings, and extensive alterations of old build- 
ings are now met by bond issues, the issuance of which is 
controlled entirely by the Board of Education. The pro- 
ceeds of such bond issues can be used, however, only for 
the purposes indicated in the preceding sentence. The 
Budget Commission may also allow not to exceed five 
mills for city purposes and three mills for county, which, 
with the maximum of five mills for school purposes, 
makes thirteen mills; but the law specifics that for the 
three i)urposcs, the total amount shall not exceed ten 
mills, and that each division may be reduced, in such 
manner as in the judgment of the Budget Commission is 
equitable, so that the total shall not exceed ten mills. Re- 
quests for an additional levy of not to exceed five mills 
for all purposes, may, however, with the permission of the 
Budget Commission, be submitted to the people, which, 
if approved, shall be assessed for the benefit of the city, 
county, or school district as the case may be. 



The Finances 13 



In June, 1914, the Board of Education submitted a bud- 
get of proposed expenditure for the calendar year 1915, 
as follows: 

Tuition $1,723,144.00 

Contingent 710,100.40 

Bonds, Interest and Sinking Fund 245,100.75 

Total .$2,678,345.15 

This was to be derived as follows : 

From State Appropriations $ 153,100.00 

Miscellaneous Revenues 52,000.00 

District Taxes 2,473,245.15 

The Budget Commission found it necessary, under the 
ten-mill limitation, to reduce this amount nearly $300,000, 
permitting the Board of Education, however, to ask the 
people to grant an extra tax levy sufficient to yield -'^300,000 
additional for the present year. This projposition was 
submitted at the general election in November, and car- 
ried by a majority of nearly 35,000. 

The tax cluplicate for the Cincinnati School District 
for the year 1915 is $605,948,930. 

Allowed for Tuition Fund 2.61 mills 

Contingent Fund 1.08 " 

Bonds, Interest and Sinking 

Fund 41 " 

Total 4.10 mills 

In round numbers, it is proposed to expend for the 
principal items the following amounts: 

For Salaries: 

High Schools $ 317,000 

Elementary Schools 1,031,000 

Kindergartens 67,000 

Special Schools 40,000 

Night Schools 55,000 

Continuation Schools 25,000 

College for Teachers 15,000 

Special Departments: 

Domestic Science 20,000 

Manual Training 38,000 

Music 19,000 

Drawing 12,500 

Penmanship 8,300 

Physical Training 27,000 

For Vacation Schools 17,000 

Gardening 5,700 

Social Centers 10,000 

Lunch Rooms 4,000 



14 School System as a Whole 

Playgrounds 15,000 

Pensions 37,500 

Janitor Service 143,000 

School Plant Operation 110,500 

School Plant Maintenance 170,000 

Instructional Operation (equipment, 

books, supplies, etc.) 108,000 

Compulsory Education 14,000 

Transportation of Pupils 3,500 

Attendance 

The number belonging in the several departments at 
the present time is as follows: 

Day Schools 41,796 

Kindergarten 2,157 

Elementary Schools 34,924 

Special Schools 346 

High Schools 4,351 

Night Schools 7,551 

Total 49,347 

The average number in vacation schools is as follows : 

Academic School 1,200 

Vacation Schools 2,100 

Playgrounds 2,000 

Total 5,300 

In Continuation Schools, before the present law went 
into effect, raising the compulsory age of attendance for 
boys to fifteen and for girls to sixteen, the enrollment 
was as follows: 

Compulsory 3,200 

Voluntary 1,900 

Total 5,150 

Organization of the School System 

I. College for Teachers (Organized 1905) 
II. High Schools: 

A. Academic Courses: 

(a) General Course (Established 1847) 

(b) Classical Course (Established 1847) 

(c) Manual Training Course (Established 1906) 
id) Domestic Science Course (Established 1906) 

B. Technical Courses: 

(e) Commercial Course (Established 1910) 



Organization of School System 15 

(/■) Boys' Co-Operative Course (Established 1910) 
ig) Girls' Co-Operative Course (Established 1910) 
(A) Art Course (Established 1910) 
(/) Music Course (Established 1910) 
(/■) Agricultural Course (Organized 1914) 
C. The "Six-and-Six" Course (Organized 1913) 

III. Elementary Schools: 

1. General Elementary Schools (Organized 1828) 

2. Special Elementary Schools: 

(a) Oral School for the Deaf (Organized 1888) 

ib) School for the Blind (Organized 1905) 

(c) Schools for Foreigners (Organized 1906) 

id) Boys' Special School (Organized 1907) 

(e) Schools for Mental Defectives (Organized 1907) 

(/) Schools for Retarded Pupils (Organized 1908) 

(g) Continuation School for Apprentices (Organized 

1909) 
(h) Schools for Exceptionally Bright Pupils (0r- 

ganized 1910) 
(0 Elementary Industrial Schools (Organized 1911) 
(;) Compulsory Continuation Schools (Organized 

1911) 
(k) Open-Air Schools (Organized 1912) 
(/) School for Stammerers (Organized 1912) 

3. Special Departments: 

(a) German (Organized 1840) 
ib) Penmanship (Organized 1841) 

(c) Music (Organized 1844) 

(d) Physical Training (Organized 1860) 
(c) Drawing (Organized 1864) 

(/) Manual Training (Organized 1905) 
ig) Domestic Science (Organized 1905) 

rV. Kindergartens (Organized 1905) 

V. Evening Schools (Organized 1840) 

1. Evening Elementary Schools (Organized 1840, for boys; 

organized 1855, for girls; discontinued 1883; 
re-organized 1892) 

2. Evening High Schools: 

(a) Academic (Organized 1856; discontinued 1883; 

re-organized 1904) 
ib) Commercial (Organized 1907) 

3. Evening Schools for Foreigners (Organized 1905) 

4. Evening Industrial Schools (Organized 1906) 

5. Evening Gymnastic Classes (Organized 1912) 

6. Evening School for Stammerers (Organized 1912) 

VI. Summer Schools: 

1. Vacation Schools (Organized 1906) 

2. Summer Academic — Elementary and High (Organized 

1908) 

3. Playgrounds (Organized 1909) 

4. Gardening (Organized 1912) 
VII. Social Centers (Organized 1913) 

VIII. Vocation Bureau (Organized 1915) 



16 School System as a Whole 

Development of the Schools 

Beside the foregoing table of the present organization 
of the Cincinnati system, it is interesting to place a chron- 
ologic tabulation, showing the five stages in the develop- 
ment of the system. 

I. The Beginning— 1828 to 1840. 

Regular Elementary Schools, organized 1828. 
II, The First Developments — 1840 to 1855. 

Evening Elementary Schools for Boys, organized 1840. 
Special Departments: German, organized 1840; Penman- 
ship, organized 1841; Music, organized 1844. 
High Schools, General and Classical Courses only, estab- 
lished 1847. 

III. The Period of Slight Advance — 1855 to 1883. 

Evening Elementary Schools for Girls, organized 1855. 
Evening Academic High Schools, organized 1856. 
Special Departments: Physical Training, organized 1860; 
Drawing, organized 1864. 

IV. The Waiting Period— 1883 to 1904. 

Evening Elementary Schools discontinued 1883. 

Evening High Schools discontinued 1883. 

Oral School for the Deaf, organized 1888. 

Evening Elementary Schools re-organized 1892. 
V. The Awakening — 1904 to 1914. 

Evening Academic High Schools re-organized 1904. 

College for Teachers in the University of Cincinnati, or- 
ganized 1905. 

Kindergartens, organized 1905. 

Special Departments: Manual Training, organized 1905; 
Domestic Science, organized 1905. 

School for the Blind, organized 1905. 

Evening Schools for Foreigners, organized 1905. 

High Schools, Manual Training and Domestic Science 
Courses, established 1906. 

Schools for Foreigners, organized 1906. 

Summer Vacation Schools, organized 1906. 

Evening Industrial Schools, organized 1906. 

Evening High Schools, Commercial Course, organized 1907. 

Boys' Special School, organized 1907. 

Schools for Mental Defectives, organized 1907. 

Schools for Retarded Pupils, organized 1908. 

Summer Academic Schools, Elementary and High, organ- 
ized 1908. 

Continuation School for Apprentices, organized 1909. 

Playgrounds, organized 1909. 

Schools for Exceptionally Bright Pupils, organized 1910. 

High School Technical Courses, Commercial Course, Boys' 
Co-Operative Course, Girls' Co-Operative Course, Art 
Course, Music Course, established 1910. 

Elementary Industrial Schools, organized 1911. 

Compulsory Continuation Schools, organized 1911. 

Open-Air Schools, organized 1912. 

School for Stammerers, organized 1912. 



Rehabilitation of School Plant 17 

Evening Gymnastic Classes, organized 1912. 

Evening School for Stammerers, organized 1912. 

School Gardening, organized 1912. 

Social Centers, organized 1913. 

The "Six-and-Six" Course, organized 1913. 

The Agricultural Course, organized 1914. 

The Vocation Bureau, organized 1915. 

Even this bare outline is sufficient to indicate the pro- 
gressive socialization or democratization of the Cincin- 
nati school system, particularly during the past decade 
of marked achievement; and the outline does not show 
at all the many special adjustments that are annually 
effected for groups of pupils and individuals, especially 
by the opportunity for generous election of studies offered 
in the larger high schools. Alongside this instructional 
development toward meeting the educational needs of all 
sorts and conditions of children, youth, and adults, Cin- 
cinnati's recent progress in building development has been 
extraordinary. 

Rehabilitation of the School Plant 

Almost within a decade the Cincinnati school plant 
has been largely made over by the erection of splendid 
new school buildings and by the remodeling, enlargement, 
and improvement of old buildings. The following table 
tells its own story (figures excluding the cost of lots) : 

1903 College Hill, south building $ 15,000 

1903 Horace Mann 58,875 

1903 Morgan 101,200 

1906 Central Fairmount 160,800 

1906 Clifton 145,000 

1906 Dyer 270,140 

1906 Evanston 134,600 

1906 Peaslee, remodeled after fire 53,000 

1907 Avondale 236,700 

1907 Oyler, reconstructed after fire 54,530 

1908 Twenty-second, remodeled 76,500 

1909 Highlands 139,208 

1909 Madisonville 116,000 

1909 Pleasant Ridge High 71,000 

1909 Washington, remodeled and enlarged 158,026 

1909 Westwood 209,407 

1910 Douglass 167,871 

1910 Hughes High, Building 750,000 

Equipment 95,000 

1910 Kirby Road 151,220 

1910 Oakley 110,000 

1910 Washburn 229,855 



18 School System as a Whole 



1910 Woodward High, Building 730,350 

Equipment 103,500 

1911 Twenty-third, north building 90,000 

1911 Winton Place 148,850 

1912 Sands 290,000 

1913 Carthage, improved 38,000 

1913 Guilford 192,236 

1913 Kennedy Heights 67,000 

1914 Rothenberg 275,000 

1915 Bloom, new building, approximately 300,000 

Total for Twelve Years $5,738,868 

All parts of the city have shared in this notable reha- 
bilitation of the school plant, from the congested down- 
town districts to such distant outlying sections as West- 
wood, College Hill, and Madisonville. And the trend in 
school building has been wholly away from the old, small 
district schools for quite restricted localities to large build- 
ings, accommodating the children of more extended areas, 
and furnishing for them such a variety of educational 
facilities as are unattainable in small schools. 

Appointment and Promotion of Teachers 

Appointments and promotions of teachers are in ac- 
cordance with the following regulations: 

Regulation 8: 

Section 1. Appointments and promotions to all teach- 
ing and supervisory positions in the school system shall 
be made by the Superintendent of Schools from merit 
lists based upon personality, scholarship, professional 
preparation, and successful experience. 

Sec. 2. There shall be the following lists: 

I. A first or preferred list, and a second list: 

1. For regular positions in the elementary schools. 

2. For positions in each of the special departments ia 

the elementary schools. 

3. For positions in each of the departments of the 

high schools. 

4. For each class of principalship or assistant princi- 

palship. 

5. For other positions at the direction of the Superin- 

tendent of Schools. 
II. Special Lists. 

Sec. 3. First or preferred lists for appointment and 
promotion shall be formed from candidates whose teach- 
ing has been approved and who possess either of the 
following qualifications : 



Appointment and Promotion of Teachers 19 

(a) Graduation from a standard* institution — col- 
lege, university, normal, or special school — and the com- 
pletion of approved professional training, either as a part 
of or in addition to the course pursued in such institu- 
tion; or, in lieu of such professional training, successful 
teaching experience of not less than two years, and satis- 
factory evidence of professional study and growth. 

(b) The completion of approved courses, in recog- 
nized** institutions equivalent to those recjuired for grad- 
uation from a standard institution, including an approved 
course in professional training; or, in lieu of such train- 
ing, successful teaching experience of not less than two 
years, and satisfactory evidence of professional study and 
growth. 

Note. — *A "standard" institution is one which requires the 
completion of a four-years' high-school course for admission, and 
not less than 120 semester hours for graduation. 

•*A "recognized" institution is one requiring the completion 
of a four-years' high school course for admission, and offering 
courses equivalent to those of "standard" institutions. 

Sec. 4. Second lists shall be formed from candidates 
who have completed a first grade high school course or 
its equivalent, and have completed a two-year normal- 
professional or technical-school course; or, in lieu there- 
of, have had not less than two years of approved experi- 
ence in teaching and one year of professional training. 

Sec. 5. Special lists for positions requiring technical 
knowledge and skill shall be formed from time to time 
at the direction of the Superintendent of Schools from 
candidates whose education and training qualify them 
to fill such positions. 

Sec. 6. The listing and ranking of candidates for 
appointment to teaching positions in the elementary 
schools shall be in charge of the Professor of Elementary 
Education in the College for Teachers, with the co-opera- 
tion of the supervisors concerned in cases affecting the 
special departments. 

Sec. 7. The listing and ranking of candidates for ap- 
pointment to teaching positions in the high schools and 
for promotion within the high school service shall be in 
charge of the Professor of Secondary Education in the 
College for Teachers, with the co-operation of the super- 
visors concerned in cases affecting the special depart- 
ments. 



20 School System as a Whole 

Sec. 8. . The listing and ranking of candidates for 
principalships and assistant principalships shall he in 
charge of the Assistant Superintendent of Schools, with 
the co-operation of the Professors of Education in the Col- 
lege for Teachers. 

Sec. 9. All lists for appointment and promotion shall 
be subject to the approval of the Superintendent of 
Schools. 

Sec. 10. Candidates eligible to consideration for posi- 
tions other than teaching positions, whose qualifications 
have been tested and approved, shall be ranked accord- 
ing to their relative fitness for the positions to be filled. 

Sec. 11. Any teacher eligible under the rules, who 
has voluntarily withdrawn from the service, whose teach- 
ing has been inspected and approved, may, at the option 
of the Superintendent of Schools, take precedence over 
all other candidates listed for appointment to the kind of 
position formerly held by such teacher. 

Sec. 12. Appointment and promotion lists for all reg- 
ular positions shall be formed in June of each year, and 
at such other times as may be necessary at the direction 
of the Superintendent. 

Sec. 13. Appointments and promotions shall be made 
in the order of rank on the lists, candidates of the first or 
preferred list taking precedence over candidates on the 
second list; however, any properly listed candidate, who 
is exceptionally qualified for a given position, on account 
of training, experience, or personality, may, by action of 
the Superintendent of Schools, after conference with the 
official who listed such candidate, take precedence over 
all other persons on either list; all such appointments 
are to be accompanied by a statement of the reasons for 
the appointment. Residents of Cincinnati, who are equal 
in rank to other candidates, shall receive precedence in 
appointment. 

Sec. 14. A candidate may decline appointment in 
turn without forfeiting the right to later appointment at 
any time before the formation of a new list. 



Professional Improvement of Teachers in Service 

After appointment, for which a large amount of pro- 



Free Text-Books 21 



fessional preparation is prerequisite, teachers in service 
are credited for work in professional improvement by a 
system of credits which determine salary increases. 

The maximum salary for elementary teachers is $950, 
and an additional advance of $50, to a maximum of $1,000, 
is granted to all teachers who have pjursued after ap- 
pointment professional work aggregating a total of at 
least eight credits. This work may be done during the 
school year, afternoons, evenings, or Saturdays, at the 
University of Cincinnati, at the Art Academy, and at vari- 
ous other educational institutions, or in school houses 
under instructors approved by the Superintendent of 
Schools. It may also take the form of summer work 
or the completing of a year's course in the State Read- 
ing Circle. 

After reaching the maximum salary, teachers are re- 
quired to take at least one professional course every other 
year. Each year since the establishment of this system, 
practically every teacher in the city schools has done some 
professional work. 



Free Text-Books 

In September, 1900, free text-books were supplied to 
all pupils of the eighth grade of the schools. It was felt 
that during the last year of the elementary course the 
strongest temptation for leaving school came, and at this 
point books were more used and more costly than in the 
lower grades, so that here free text-books were first pro- 
vided. 

The following year books were furnished to pupils of 
the sixth, seventh, and eighth grades, and music books to 
pupils of all grades. 

In 1904, books were supplied to pupils in all grades 
from the fourth to the eighth inclusive. In September, 
1905, free text-books were provided for pupils in all ele- 
mentary grades; in 1907, the system was extended to in- 
clude the first year of high school. In 1908 the second year 
of high school, in 1909 the third year, and in 1910 the 
fourth year of high school were included. 

During the school year 1912-1913, the expenditure for 
the purchase of text-books was $17,084; and for covering, 
renovation, etc., $4,600. 




Uh 



CJ 



II 

THE UNIVERSITY OF CINCINNATI 



II 

THE UNIVERSITY OF CINCINNATI 

Foundation and Development 

On his death in 1858, Charles McMicken gave to the 
City of Cincinnati by will almost the whole of his estate, 
valued at about $1,000,000 for the purpose of establishing 
and maintaining "two colleges." He had "long cherished 
the desire to found an institution where white* boys and 
girls might be taught not only a knowledge of their 
duties to their Creator and their fellow men, but also re- 
ceive the benefit of a sound, thorough and practical Eng- 
lish education, and such as might fit them for the active 
duties of life, as well as instruction in the higher branches 
of knowledge, except denominational theology, to the ex- 
tent that the same are now or may hereafter be taught in 
any of the secular colleges or universities of the highest 
grade in the country." 

Nearly half the property thus devised was lost by a 
court decision in 1860; so that for ten years the revenue 
derived from the estate was applied to its improvement. 
Finally, as the outcome of efforts to unite various educa- 
tional trusts in Cincinnati, there was passed in 1870 by 
the General Assembly of Ohio an act under which the 
University of Cincinnati was established. Bonds were 
issued by the city to provide funds for a suitable building, 
which was, however, not ready for use until the fall of 
1875; but students were received and instruction was 
begun in Woodward High School in 1873. In 1874, the 
Academic Department, now called the McMicken College 
of Liberal Arts, was formally organized by the appoint- 
ment of three professors and two instructors. 

Such was the origin of the University of Cincinnati — 
beginning as a private benefaction to the whole city, it 
was accepted and wisely developed by the city. In the 
development, however, under city auspices the founder's 
proposal to limit admission to "white boys and girls" was 
entirely abandoned. 

Expansion of this new city college began almost im- 
mediately, has continued to the present, and will proceed 
further and further along every line in which the Uni- 

*This limitation was abandoned under city management. 

39 



40 The University of Cincinnati 

versity can serve the needs of the people. In 1872, the 
Cincinnati Astronomical Society (founded in 1842) trans- 
ferred its property to the city to become part of the Uni- 
versity, and tnus was established the department of the 
Astronomical Observatory. From its organization in 1887 
the Clinical and Pathological School of the Cincinnati 
Hospital has been affiliated with the University, first as 
the Medical Department, and since 1896 as the Depart- 
ment of Clinical Medicine. In 1896, the Medical College 
of Ohio (founded in 1819) became a part of the Univer- 
sity; and, by re-organization and consolidation with the 
Miami Medical College in 1908, the Ohio-Miami Medical 
College was established as the College of Medicine of the 
University of Cincinnati. Out of a professorship of civil 
engineering in the College of Liberal Arts there has devel- 
oped the College of Engineering, which received its name 
in 1900, and was organized into a distinct department in 
1904. The College for Teachers was organized in 1905 in 
co-operation with the City Board of Education. In 1906 
the Graduate School was separated from the College of 
Liberal Arts, and given a distinct organization. The Col- 
lege of Commerce and the Evening Academic Classes of 
the College of Liberal Arts were organized in 1912. A 
Bureau of City Tests was established in 1912 in the Col- 
lege of Engineering to co-operate with the Engineer's 
office of the City Department of Public Service. In 1913 
the Municipal Reference Bureau in the City Hall was 
opened as a department of the University under the direc- 
tion of the Professor of Political Science. The School of 
Household Arts was organized in 1914. For a number of 
years professors and instructors of the College of Liberal 
Arts have been conducting External Courses at various 
stations in and outside of the city. And, in order to facili- 
tate the study of Law, Theology, and Art, special co-opera- 
tive arrangements are in force between the University and 
the Cincinnati College of Law, Lane Theological Semi- 
nary, Hebrew Union College, and the Art Academy of 
Cincinnati. 

Today the University of Cincinnati stands as the only 
fully organized Municipal University in the country. Sup- 
ported in large part by public taxation, it is a university 
of the people, by the people, for the people. On the hill 
of Clifton Heights may be seen the Thirtieth District 
School, Hughes High School, and the main group of Uni- 



College for Teachers 41 

versity buildings, concretely presenting the striking fact 
that in Cincinnati free instruction from the kindergarten 
through the graduate school of the University is offered 
to all the children and youth of the community. Clifton 
Heights is thus the educational Acropolis of Cincinnati. 
It is an inspiring presentation of democracy in education. 

Of the ten principal divisions of the University, the 
McMicken College of Liberal Arts, the College of Engineer- 
ing, the College for Teachers, the College of Medicine, the 
College of Commerce, the School of Household Arts, the 
Evening Academic Classes, the External Courses, the 
Astronomical Observatory, and the Graduate School, that 
college which is likely to be of most interest to visiting 
educators is the College for Teachers. 

Throughout the University the keynote of all endeavor 
is co-operation, the "co-operative plan," the "Cincinnati 
idea." Perhaps this distinctive message of the University 
of Cincinnati has gone abroad in recent years chiefly 
from the College of Engineering, for the Cincinnati plan 
of "co-operative instruction" in engineering has become 
quite notable. Yet co-operative plans, based on the same 

Erinciple as that applied in the engineering courses, have 
een in operation for a greater or less length of time in 
various other departments of the University; and both 
the idea and the practice of instruction by co-ordinating 
theory, given in University classes, with actual practice 
in life situations, were existent in the University before 
the "co-operative courses" in the College of Engineering 
were established.* For years, in fact, the whole atmos- 
phere of the University of Cincinnati might be described 
as "co-operative." 

College for Teachers 

The College for Teachers, both in its establishment and 
in its operation, is only another example of this Cincinnati 
co-operation. Organized in 1905 as a co-operative enter- 
prise, conducted jointly by the University and the Cin- 
cinnati Board of Education, this unique city normal train- 
ing college is developing teachers of very high attain- 
ments; and, since the establishment of this school, Cin- 
cinnati has been able to set up a standard for elementary 
teachers that is unequaled elsewhere. 

*For example, even the old "Medical Department" of the University (see 
above) was at the same time a School of the Cincinnati Hospital. 



42 The Univ ersity of Cincinnati 

The seat of authority for the management of the Col- 
lege for Teachers is a Committee in Charge, consisting of 
the President of the University and one member of the 
University Board of Directors, and the City Superinten- 
dent of Public Schools and one member of the Citv Board 
of Education. Students in the College for Teachers re- 
ceive their advanced academic education in the College 
of Liberal Arts and the Graduate School, their profes- 
sional instruction in the College for Teachers, and their 
practical training in selected city public school rooms, 
under the supervision of the professors, assistant pro- 
fessors, and instructors in education, of the faculty of 
the College for Teachers.* Thus these students have the 
benefit of working in a flourishing university; they ob- 
serve and practice in the educational laboratory of a great 
public school system; and upon graduation they may be 
placed upon a preferred list for appointment into the 
Cincinnati public schools. Graduates are also recom- 
mended for appointment into schools outside the Cincin- 
nati system; and, in order to obviate undesirable in- 
breeding, candidates from sources other than the College 
for Teachers are eligible for listing for Cincinnati appoint- 
ment upon equal terms with graduates of the city college. 

The College for Teachers also aids systematically in 
the important work of improving teachers already in 
service, by offering annually in late afternoon and Satur- 
day hours collegiate courses and seminars in education; 
for example, in 1914-15 twelve such courses are offered. 
Many other courses especially for teachers are offered by 
mernbers of the departments in the College of Liberal 
Arts; by the instructors in the Cincinnati Kindergarten 
Training School, which is organically affiliated with the 
University; by instructors in the Art Academy of Cincin- 
nati ; and by the special supervisors of the Cincinnati pub- 
lic schools. 

The professors of education in the College for Teach- 
ers render further co-operative service to the city by act- 
ing as special assistants to the Superintendent of Public 
Schools in passing upon candidates for appointment and 
promotion, thus having a large share in the making of the 
merit lists. These duties were re-formulated recently in 

*In 1914-15 the schools in which observation and practice are conducted are: 
for candidates in training for the elementary schools, the Thirtieth District, Raschig, 
Sherman, and Douglass (colored) schools ; and for candidates in training for sec- 
ondary schools, Hughes High School. 



College for Teachers 43 

the revised rules of the Board of Education, [See above, 
the section on Appointment and Promotion of Teachers.] 
Furthermore, all city teachers after appointment are 
subject to the supervision of the College for Teachers fo;r 
at least one year. 

In 1913, in order to facilitate administration, to extend 
the scope of the work of the College for Teachers, and at 
the same time to give to the college a greater degree of 
autonomy, a plan of re-organization was worked out and 
adopted by the faculties of the College for Teachers and 
the College of Liberal Arts, acting in co-operation. Inter- 
esting items of this plan are the following : 

I. Four-Year Curricula Leading to the Degree of Bachelor of 
Science in the College for Teachers. 

1. That the University offer four-year curricula for prospec- 
tive teachers in elementary schools, leading to the degree of 
Bachelor of Science, to be conferred upon recommendation of the 
faculty of the College for Teachers. 

2. That students matriculated in such curricula be registered 
in and subject to the jurisdiction of the College of Liberal Arts 
during the first two years; and that such students be registered 
in and subject to the jurisdiction of the College for Teachers dur- 
ing the last two years. 

3. That the standard of admission to such four-year curricula 
be the same as that of admission to the College of Liberal Arts. 

4. That courses taken in the first two-year period, as prere- 
quisite to professional programs in the College for Teachers, shall 
be prescribed by the faculty of the College for Teachers after con- 
ference with the faculty of the College of Liberal Arts. 

5. That the courses to be included in the second two-year 
period be determined by the College for Teachers. 

6. That students from other institutions, who have met col- 
lege entrance requirements, who are candidates for the above 
degree, and who offer at least two years of work, academic or 
professional, acceptable to the College for Teachers for advanced 
standing, be under the jurisdiction of that college. 

IL Extended Curricula Leading to the Degree of Bachelor of 
Arts and also to a Teacher's Diploma, 

1. That the University offer extended curricula leading to 
the degree of Bachelor of Arts, to be conferred upon recommenda- 
tion of the faculty of the College of Liberal Arts, and leading also 
to appropriate teachers' diplomas (in elementary education, sec- 
ondary education, etc.) to be conferred upon recommendation 
of the faculty of the College for Teachers, upon the completion 
of such curricula. 

2. That the undergraduate courses which may be included 
in such extended curricula, be determined by the College for 
Teachers, subject to regulations governing students who are can- 
didates for the degree of Bachelor of Arts. 



44 The University of Cincinnati 

3. That the courses in Education which may be accredited 
in partial fulfillment of the requirements for the degree of Bach- 
elor of Arts, so as to facilitate the completion of a professional 
program in the College for Teachers subsequent to receiving this 
degree, be determined by the College of Liberal Arts. 

III. Special Curricula. 

1. That the University, independently or in connection with 
affiliated institutions, provide special curricula, not less than two 
years in length, open to any who have fulfilled college entrance 
requirements, such curricula leading, upon recommendation of 
the faculty of the College for Teachers, to appropriate teacher's 
diploma to be conferred upon those who have specialized in 
kindergarten work, art, etc., without proceeding to a degree. 

2. That students enrolled in such special curricula be regis- 
tered in and under the jurisdiction of the College for Teachers 
only. 

3. That students completing such special curricula may sub- 
sequently be recommended by the College for Teachers for the 
degree of Bachelor of Science, upon conditions to be determined 
by this college, subject, however, to the completion of two years' 
undergraduate work accepted by the College of Liberal Arts. 

The chief significance of this re-organization, aside 
from the matter of increased autonomy for the College 
for Teachers, is that, although emphasis is still placed 
upon the four-year and five-year curricula, hereafter two- 
year curricula for certain lines of training are to be given 
definite recognition. 

Thus the College for Teachers of the University of Cin- 
cinnati is a high grade professional school; and in view 
of the scope of its activities, and its possibilities for good 
in the life of the city, it is manifestly at least as important 
as any other branch of the University, or any other depart- 
ment of the city's public service. 

College of Engineering 

The College of Engineering is noted principally for its 
"co-operative courses," which were inaugurated in Sep- 
tember, 1906. Instruction is offered in the five lines of 
Civil Engineering, Chemical Engineering, Electrical En- 
gineering, Mechanical Engineering, and Metallurgical En- 
gineering. The "Cincinnati plan" of engineering education 
has as its essential feature the ingenious and highly effec- 
tive co-ordination of actual shop and field work in the 
various lines of practical engineering with carefully or- 
ganized university instruction. Students are handled in 



College of Medicine 45 



pairs, the members of each pair alternating so that one 
student is at work while the other attends college classes, 
the exchange of students occurring bi-weekly. In this 
way "the practice of engineering is taught in a shop or on 
a railroad under actual commercial conditions, and the 
science underlying the practice is taught in the Univer- 
sity." Five years are required for the completion of these 
courses, and the college-shop year extends over eleven 
and a half months. Co-operative students are subject to 
all the regulations of the manufacturing and engineering 
companies with which they work, and in return these stu- 
dents receive wages at the same rate as other employees. 

College of Medicine 

The College of Medicine, legally "The Ohio-Miami Med- 
ical College of the University of Cincinnati," is a member 
of the Association of American Medical Colleges; is rated 
an "A plus" institution by the Council on Education of the 
American Medical Association; and has been added to the 
"recognized list" of the Conjoint Examining Boards of 
the Royal Colleges of Physicians and Surgeons of England. 
This college is not only an integral part of the University, 
but it is also organically related to the great new Cincin- 
nati Hospital, which is the most thoroughly equipped 
general hospital in the United States and as complete an 
institution of its kind as is to be found in the world; and 
the college possesses additional facilities for clinical in- 
struction by having control of the clinics of the Good 
Samaritan Hospital and the Hospital for Tuberculosis. 
Professors of the College of Medicine form the staffs of 
these three institutions. Furthermore a high grade School 
of Nursing and Health is being developed by means of 
co-operative arrangements between the College of Medi- 
cine and the Cincinnati Hospital on the one side and on 
the other the School of Household Arts of the University. 
And, in addition, the College of Medicine and the Cincin- 
nati Board of Health have entered into a co-operative 
agreement under which students of medicine in the junior 
year divide their time between regular work in the college 
and active service in the Board of Health. Here, there- 
fore, are examples of professional and practical co-opera- 
tion on a very broad scale for the service of the com- 
munity in medical teaching and research and in the 
preservation of the public health. 



46 The University of Cincinnati 

University as a Whole 

The University of Cincinnati, as a whole, has certainly 
far outgrown whatever conception Charles McMicken had 
in mind when he directed the establishment of his "two 
colleges"; but it has also attained the level of develop- 
ment and recognition that the founder desired, when he 
provided for an institution that should equal the "secu- 
lar colleges and universities of the highest grade in the 
country." 



Ill 

THE HIGH SCHOOLS 



Ill 

THE HIGH SCHOOLS 

The large High Schools of Cincinnati are of the cosmo- 
politan type. In both Hughes and Woodward, each of 
which has occupied new buildings for about five years, 
there may be found a great variety of work. Here within 
the same walls are students in the college preparatory, 
general, manual training, domestic science, commercial, 
industrial, music, and art courses. To these courses has 
been added recently, in Woodward, an agricultural course. 
Each of these buildings is a school plant costing a mil- 
lion dollars. In Hughes there have been enrolled this 
year over nineteen hundred students and in Woodward 
about eighteen hundred. 

In addition to these large schools there are four other 
high schools, Walnut Hills, Madisonville, Pleasant Ridge, 
and Hartwell. Of these the largest is the Walnut Hills 
high school, which has added to the general course of 
study some work in domestic science and commercial 
subjects. 

The Union Board of High Schools has recently made 
provision for the appointment of a woman teacher at 
both Hughes and Woodward to serve as a dean of girls. 
Matters which are not of a general administrative nature 
but which are of special concern to girls will come under 
the supervision of these deans. 

The large increase in attendance, as shown in the fol- 
lowing chart, may be taken as evidence that the high 
schools are responding to the needs of the community and 
that they are performing a large public service. 

General and Classical Courses 

For over fifty years the curriculum in the Cincinnati 
high schools remained practically the same. It offered 
to the student Latin, Greek, the modern languages of Ger- 
man and French, two or three years of science, mathe- 
matics for two, three, or four years, and a single year of 
history. From a meager study of the mother tongue, 
English was extended until it ran through the entire 

49 



50 The High Schools 



course. In the half century there were slight changes and 
some additions. With more of history, music, and art, 
with Spanish, with better equipped laboratories, and with 
increased attention to physical culture, this is virtually 
the group of subjects offered to the student in the general 
course today. It still is popular and enrolls a large num- 
ber of students. The new subjects and the vocational 
courses have been welcomed because they have brought 
into the high schools large numbers of young people, and 
have given them the kind of education they desire; yet 
the old has not been abandoned, for still it appears to 
oif er the best preparation for the boy or the girl who in- 
tends to enter a profession, and for that considerable 
number who have not found themselves, and who wish 
those studies which remain fundamental in education. 

The Manual Training Course 

Those boys who elect the Manual Training Course in 
the high school devote one and one-half hours per day 
for four years to shop work and mechanical drawing, one- 
fifth of this time being devoted to the latter. The purpose 
of the course is one of general training, but to those who 
later take up some particular line of manual work it 
proves vocational. The University of Cincinnati recog- 
nizes the four years' work in manual training as four 
units of the sixteen required for entrance. Selecting a 
field midw^ay between the tool exercise course andf a 
commercially productive course, the boys are given in- 
tensive work illustrating the principles underlying a num- 
ber of locally important trades, only lack of space in the 
present buildings preventing the introduction of more 
types of work as elective lines. 

In the arrangement of the program those studies are 
grouped which are naturally related, especiallv in the 
last two years. Wood turning comes in the first year 
because of its fascination for boys at this age and because 
it offers a good means to introduce them to power driven 
machines. 

To facilitate the making of the program and to offer 
better opportunity for correlation, two subjects are car- 
ried through the whole year rather than one subject for 
the first half of the year with a change to another subject 
in the last half. 



The Domestic Science Course 51 

Following is the program now in operation: 

First Year — Cabinet making, 4 periods per week; Wood Turning, 
4; Mechanical Drawing, 2. 

Second Year — Cabinet making, 4 periods per week; Forging, 4; 
Mechanical Drawing, 2. 

Third Year — Pattern making, 4 periods per week; Foundry, 4; 
Mechanical Drawing, 2. 

Fourth Year — Machine Shop Practice, 8 periods per week; Me- 
chanical Drawing, 2. 

Boys' Technical Co-Operative Course 

It is presumed that boys who enroll in the technical 
co-operative course expect to learn some trade. Because 
of this the whole course is arranged to meet their needs 
without reference to college entrance requirements. Grad- 
uates from this course are, however, admitted to the co- 
operative engineering course of the University of Cincin- 
nati. The academic work of this course differs from 
both the general and manual training courses, no lan- 
guage other than English being studied for the first two 
years. The shop work differs little from that of the Man- 
ual Training course except that it is taken in two years 
instead of four, three hours per day being devoted to this 
branch alone. After two years these boys are introduced 
to a number of skilled trades, and are better able intelli- 
gently to select their life-work than the boys who have 
not had this training. They are now taken in charge by 
the co-ordinator, who finds places for them in commer- 
cial shops according to the line of work they choose to fol- 
low. In September they are arranged in pairs and spend 
alternate weeks in commercial shops and school. In the 
latter the work is largely technical and related to their 
shop work, the drawing and shop mathematics being 
taught by the co-ordinator, whose business it is also to 
visit these boys in the commercial shops to secure practi- 
cal problems and also to see that they are changed from 
job to job often enough to make their shop work continu- 
ously educational. 

The Domestic Science Course 

The purpose of this course is to provide one form of 
general training and a foundation for higher training in 
home economics. The University of Cincinnati credits 
this course, giving four units for the four years' work. 



52 The High Schools 



The first two years are devoted to Domestic Art and its 
related subjects; the last two years to Domestic Science 
subjects. The regular academic work in English, inathe- 
matics, and languages is given. Chemistry. Physiology, 
and history are required. 

The following program is now in operation: 

First Year — Garment Making and Laundry Work, 8 periods per 

week; Applied Art, 2. 
Second Year — Millinery and Dress Making, 8 periods per week; 

Applied Art, 2. 
Third Year — Cookery, Sanitation and Management, 8 periods per 

week; Applied Art, 2. 
Fourth Year — Cookery, Dietetics and Home Nursing, 8 periods per 

week; Applied Art, 2. 

Girls* Technical Co-Operative Course 

This course was planned for the girl who expects to 
earn her living on leaving high school, and who wants 
definite help in finding her field of work. Definite trade 
training is planned and given, though no girl is forced 
into any trade or even compelled to serve part time in 
industrial establishments. Some girls elect this course 
because of the work along lines they prefer. The whole 
course has been planned to fit the needs of the girl want- 
ing technical training. 

Cooking and sewing are given for four years. From 
this beginning the sewing takes on the trade phase. The 
girl does not sew for herself but on orders for others. 
The fact that a garment is made for the trade, up to trade 
standards, creates the right attitude toward the work. 

At the beginning of the third year the girl elects to 
take trade work in either dress making or millinery, and 
the co-operative program is put into operation. The girls 
spend one week in trade shop or establishment and one 
week in school. Two girls form a team and occupy one 
position in alternate weeks. 

The co-operative work is carried on for two years. 
When the trades are having dull seasons, the girls con- 
tinue to do trade work to order in the school under the 
head teacher. This arrangement keeps the co-operative 
program in balance. During the third and fourth years 
the cooking is done for commercial purposes onlyf All 
food that is cooked is paid for. Orders are taken for a 
great variety of foods. Luncheons at various schools 



The Music Course 53 



have been served by students. While cooking has not 
been planned as co-operative work, there is a growing 
need that this be done. At present two pairs of girls are 
taking charge of school penny lunch rooms. 

The Music Course 

(a) Vocational 

The technical course is offered in addition to the regu- 
lar course, in order that the work in the high schools may 
supplement and strengthen the work as conducted in the 
colleges of music and by private teachers. It is offered 
mainly for such pupils as desire to make a serious study 
of music, with a view to performance or composition. 
Those who enter the kindergarten service are especially 
helped by this course. The course requires that the pupil 
shall be a student of either vocal or instrumental art at 
the colleges or with private teachers and shall be willing 
to devote one and one-half hours per day, outside of the 
time spent in school in choral practice. 

The course includes a study of the Major and Minor 
scales together with the melodies made therefrom; also 
a course in ear training followed by the study of Har- 
mony, Counterpoint, and music appreciation. This is a 
vocational course leading to graduation but not admitting 
the pupil to the University. 

(b) Piano Department 

A notice was given to the pupils of Woodward high 
school in December, 1914, that on the opening of the sec- 
ond term a piano teacher would be sent to the school to 
instruct such pupils as might elect the course. As soon as 
this information was given out, one hundred and ten pupils 
expressed their desire to be enrolled for that work. There 
are six hundred instrumental teachers instructing or at- 
tempting to instruct the children now in the schools. It is 
proposed to standardize this work, and the public school 
is the place where it can be done and will be done After 
the schools have directed these pupils for four years, the 
colleges or other authorized teachers with their art and 
skill are in a position to carry the work forward to a 
higher plane. 



54 The High Schools 



(c) Orchestra and Choral Music 

Membership in a school orchestra or glee club, meet- 
ing at least one period per week throughout the year, is 
allowed one unit of credit for four years of woVk and 
one-half unit for two years. 

The Technical Art Course 

One of the unique courses of the high schools is the 
Technical Art Course planned to meet the educational 
needs of prospective artists. Only pupils of recognized 
ability are permitted to enter the course. These pupils 
spend their morning hours at their respective high schools, 
where they pursue such subjects of the general course as 
are deenied of especial value to their future vocation. 
Four periods per week for four years are devoted to Eng- 
lish; the same number of periods for three years are as- 
signed to French or German; three years to History, 
including History of Art; one year to Algebra; one year 
to Geometry; one year to Botany or Zoology. Music, 
Elocution, and Physiology are also included in this course. 

The afternoon hours are spent at the Art Academy, an 
institution of international reputation, where these pupils 
enjoy the same privileges as the regular students. 

This course is intended as a preparation for all voca- 
tions based upon art knowledge. 

(See article on Art Department in the section on Elementary 
Schools.) 

The Commercial Course 

The Commercial Course is a full four-year course, the 
time and subjects being about equally divided between 
the academic or cultural studies and the technical or 
vocational studies. 

The purpose of the course is to give a thorough train- 
ing in the technical subjects and a broad, general train- 
ing in the academic studies. 

English is required in all of the four years, the time 
being about egually divided between the literature studies 
and the practical or business English subjects. Oral com- 
position and letter-writing are introduced early in the 
course and continued throughout. 

German or Spanish is the modern language required. 



The Agricultural Course 55 



one of which must be taken four years. Commercial 
Latin may be taken the first and second years, and fol- 
lowed by Spanish the third and fourth years. The modern 
or speaking method of instruction is followed. 

Three years of social science are required — Modern 
European History in the second year, American History 
in the third, and Civics and Economics in the fourth year. 

Algebra in the first year and Advanced Commercial 
Arithmetic in the second are the required mathematics. 

The technical or vocational studies include: Book- 
keeping three years, first, third, and fourth; Stenography 
three years, second, third, and fourth; Commercial Geog- 
raphy one year, second; Commercial Law one year, third; 
Penmanship and Applied Art one year, first. 

Salesmanship, Commercial Art, and Geometry are of- 
fered as optional studies. Either of the first two may be 
taken instead of Stenography during the last three years 
of the course. Geometry may be taken in the last year by 
those who have decided to go to college. 

Co-operation with business houses during the senior 
year is carried out. The pupils work in pairs, alternating 
two weeks, part time, in an office and two weeks, full 
time, in school. They receive compensation and credit for 
the office time. 

An Efficiency or Placement Bureau is maintained un- 
der the management of the Department. 

The Ag:ricultural Course 

In the high schools there are a number of non-resident 
pupils coming from farms. Heretofore, they have been 
taking courses of study which did not interest them, and 
which really did not profit them a great deal, because 
they were courses which prepared for college, although 
these pupils did not intend to go to college. Furthermore, 
the effect of these courses on the character and life aims of 
farm pupils was not good, for they and their parents 
came to have no interests in common; and as a result 
they were encouraged to leave the farm. 

There was a second reason also for establishing an 
agricultural course in the city. Quite a large group of 
children wished to take that course for the reason that 
they or their parents wished to go to the farm. 

For both of these reasons it was decided in September, 



56 The High Schools 



1914, to establish an agricultural course in Woodward 
high school. The course differs somewhat from the ordi- 
nary agricultural course in that all boys taking this course 
are required to take the manual training work, because 
it is believed that no boy will make a successful farmer 
without considerable training in mechanical work. The 
usual courses in agricultural chemistry, agronomy, and 
related subjects are given in a comprehensive four-year 
curriculum. Through the co-operation of the Agricultural 
Committee of the Chamber of Commerce, the Experiment 
Farm, and the Hamilton County farmers, the third and 
fourth years will be conducted on the co-operative plan, 
that is, the boys will work on the farm two entire sum- 
mers and also in alternate weeks of the school year from 
the first of March to the first of December. The boys will 
get the practical training which is the absolute sine qua 
non of agricultural success. The Experiment Farm has 
already employed boys for the past summer and the ex- 
perience was very satisfactory. 

In addition to the four-year course in agriculture there 
is a one-year course in general agriculture, which can be 
elected by students in any course. 

In order to keep in touch with the farming interests of 
the county, it has been arranged to give office room in 
the school to the County Agent. Fortunately the County 
A^ent was formerly the instructor in agriculture; and he 
will in every way co-operate for the best interest of the 
farmers and the boys in this course. 

General Science in the First Year 

A two-year course in general elementary science is in 
process of development. The first part includes the study 
of common phenomena met with in general physical en- 
vironment. This is followed by an introduction to the 
study of plant and animal life, leading finally to the con- 
sideration of the highest type of animal, man, and the 
problems of human welfare. Unity in development and 
in presentation of natural phenomena is secured by means 
of the logical connection existing between the topics which 
comprise the course. 

"Six-and-Six" Organization 

In September, 1913, a "six-and-six" organization of the 
elementary and high school was inaugurated in Madi- 



"Six-and-Six" Organization 57 

sonville. The purposes of this deviation from the eight- 
four plan that prevails elsewhere in Cincinnati were: 
"(a) Economy of time for the mentally alert child; (6) 
Better adaptation of subject-matter to the child's stage of 
development — for example, in memory and enthusiasm; 
(c) Better language foundation by reason of increased 
time given to language and comparative view of gram- 
mar; (d) Moral obligation of the mentally alert to work 
up to limit; (e) Concentration." 

A six-year high school course was offered as an elec- 
tive at the beginning of the seventh grade, to pupils who 
had attained an average above 80% in every subject of 
the sixth grade. By the segregation of these more able 
pupils and by their concentration upon their work under 
the stimulus they experience, these classes accomplish in 
the seventh and eighth grade considerably more than 
other seventh and eighth grade classes. Additional ground 
is covered in the regular upper-grade subjects, and dis- 
tinctively secondary subjects are undertaken. 

During 1914-15 the seventh and eighth grade weekly 
schedule of the six-year high school classes is: 

Seventh Grade — English, 5 periods (40 min.); geography, 4 
periods (40 min.); history, 4 periods (40 min,); arithmetic, 4 
periods (40 min.); Latin, 5 periods (40 min.); spelling, 3 periods 
(25 min.); music, 1 period (40 min.); art, 1 period (60 min.); 
gymnasium, 2 periods (45 min.) ; manual training or domestic 
science, 1 period (90 min.). 

Eighth Grade — English, 4 periods (45 min.) ; mathematics, 4 
periods (45 min.); Latin, 4 periods (45 min.); geography, 2 peri- 
ods (45 min.) ; general science, 5 periods (45 min.) ; history, 4 
periods (40 min.); music, 1 period (45 min.); art, 1 period (60 
min.); gymnasium, 2 periods (45 min.); manual training or do- 
mestic science, 1 period (90 min.). 

Seventh Grade — English as outlined in the regular course of 
study, but with the entire elimination of grammar; especial em- 
phasis on the dramatic elements. Latin developed to include 
English grammar; text-book up to the infinitive; conversational 
method largely employed. Geography as outlined in the course 
of study; social and industrial aspects being stressed. History, 
American history of the Colonial and Revolutionary periods; con- 
siderable collateral work with reports. Arithmetic as outlined in 
the course of study. 

Eighth Grade — English as outlined in the course of study 
completed by February; second semester devoted to a modifica- 
tion of first-year English of regular high schools; composition 
based largely on reading. Latin from the infinitive through sen- 
tence structure. Geography of the United States from the com- 
mercial standpoint. General Science, the first half of a two-year 
course along the line recommended by the Science Committee at 



58 The High Schools 



the Richmond meeting of the N. E. A. Superintendents in 1914; 
unity of development is secured by the logical connection of the 
topics selected; the general aim is to stimulate "uncommon think- 
ing about common things." History, American from the Revolu- 
tionary period to the present; a large amount of supplementary 
work required. Mathematics, general review of arithmetic with 
especial attention to mental analysis; algebra through factoring in 
the high school text. 

The Promotion of Pupils 

Promotion is annual, not semi-annual. The follow- 
ing new rule adopted by the Union Board of High Schools 
goes into effect this year: 

Promotion of pupils in the high schools shall be by subject. 
A pupil shall be advanced from one class to the next higher when 
in a given year he shall have a standing of 70 or above in all but 
one of the subjects of that class, and the grade of that subject 
which is below 70 shall not be lower than 60. By a subject is 
meant any study for which a grade is recorded, whether the 
number of recitations per week be one or more, and whether a 
study extends over a half-year or a year. 

The branches of English, such as literature, composition, 
and elocution, shall be embodied in one mark, but no one of 
these branches shall be below 60. 

The rule requiring that but one subject may be lower than 
70 to entitle the pupil to promotion shall be applicable to a 
student without regard to the number of studies taken. 

For membership in a school orchestra, glee club, or debat- 
ing club, meeting at least one period per week throughout the 
year, and for optional drawing given under the direction of a 
regular teacher in this subject for one double period per week 
throughout the school year, there shall be allowed one unit of 
credit for four years of work and one-half unit for two years. 

By a unit is meant an amount of work equivalent to that re- 
quired by a subject which has not fewer than four periods of 
prepared work for one school year. 

Physical Training 

Physical Training was made a part of the high school 
curriculum in 1893, the Union Board of High Schools 
having provided a special building to be used as a gym- 
nasium for each of the high schools. Two 45-minute peri- 
ods per week were required of all pupils physically able. 
A male teacher, who taught both sexes, was appointed for 
each school. So far as known, Cincinnati high schools 
were the first to recognize the value of physical training 
by making regular systematic exercise obligatory for all 
pupils. 

At present the two new schools, Hughes and Wood- 



High School Athletics 59 

ward, have two gymnasiums each, one for each sex. Each 
of these schools has a male and a female teacher, each of 
whom has an assistant, the latter teaching swimming. 

Walnut Hills has a male teacher for both sexes, while 
Madisonville has both male and female teachers, who 
give part of their time to the high school pupils and 
part of their time to the elementary schools. The other 
two suburban schools have no gymnasium. They are vis- 
ited by one of the elementary teachers once a week, and 
given such work as can be done in the corridors. 

The physical training work consists of floor work, 
folk and gymnastic dancing, calisthenics, free-hand and 
with apparatus, such as dumbbells, wands, Indian clubs, 
exercises on apparatus, climbing poles and ropes, ladders, 
horizontal and parallel bars, vaulting horses, rings, games, 
and swimming. 

When necessary, special exercises are provided. Spe- 
cial exercises are provided also on recommendation of 
the family physician for pupils not able to take the regu- 
lar course. 

In addition to the prescribed gymnasium work, the 
boys have all the usual high school athletics, football, 
baseball, field and track events, etc. The girls have inter- 
class team games, "Hiking Clubs," etc. 

High School Athletics 

All inter-school or competitive athletics in the high 
schools are under the control of the Superintendent and 
the Board of Education. The direct control is delegated 
to an Executive Committee composed of one male teacher 
from each high school, appointed by the Principal and 
approved by the Superintendent and the Supervisor of 
Physical Training. 

The principal duties of the Executive Committee are 
to apply and interpret the rules governing high school 
athletics; to make the schedules for all athletic events or 
contests; sanction all athletic events or contests; receive 
and decide on all protests; to receive and pass upon all 
entries for events or contests. 

The principal points covered by the rules are as 
follows : 

Eligibility. A pupil must not be more than twenty years 
of age; a pupil may not represent a high school in athletic events 
or contests during more than four school years; a pupil may not 



60 The High Schools 



represent a high school who has graduated from a secondary 
school of the first grade; a pupil may not represent a high school 
who is not in good standing as an amateur athlete. 

Attendance. All pupils who participate in athletic events 
or contests must be regularly enrolled in a high school, and must 
be in regular attendance at said school. 

Studies and Scholarship. All pupils who participate 
in any athletic event or contest must be carrying, exclusive of 
choral music and gymnasium, and counting double periods as 
single, at least sixteen periods of school work per week; only 
those pupils are eligible to represent their school in an athletic 
event or contest who maintain such a standing in scholarship as 
will entitle them to promotion. 

Conduct. Only those pupils are eligible to represent their 
school in an athletic event or contest whose conduct is certified 
as satisfactory by the Principal of the school. 

Outside Participation. A pupil may not represent his 
school and an outside organization in the same class of athletic 
events or contests in the same academic year with this exception, 
a pupil may play baseball with other strictly amateur teams. 

Events and Contests. Football, soccer football, basket 
ball, baseball, track events, cross country runs, and swimming 
contests are the athletic events which may be held. Football 
schedules are limited to eight games, baseball to twelve games, 
basket ball to ten games. No athletic game or contest shall be 
scheduled at any place so far distant that the team cannot go 
and return on the day of the game or contest. 

Student Organizations 

The student organizations are numerous and varied. 
Pupils are invited to join the societies that are working 
along the lines of their special interests. Camera clubs, 
glee clubs, orchestras, debating societies, art leagues, ath- 
letic associations, commercial clubs, classical societies, 
civic organizations, all flourish under the guidance of 
teachers, who give encouragement and direction as 
needed. Four of the schools support student publica- 
tions. These serve as a stimulus to the literary ability of 
pupils. 

In all student organizations the aim is to provide an 
opportunity for the expression of youthful energies in 
interesting and profitable directions and to socialize the 
activities of pupils by means of co-operative endeavors. 

Lunch Rooms 

Lunch rooms are in operation in three of the high 
schools — Hughes, Woodward, and Walnut Hills. In each 
case the management is entirely in the hands of the indi- 
vidual school. The Board of Education furnishes the 



New High School 61 



room and the fuel, but otherwise the lunch rooms are 
entirely self-sustaining. There is no attempt to make 
money, the sole purpose being to furnish the pupils with 
excellent food, in good variety, and at low prices. In at 
least two of the schools there is co-operation with the 
Domestic Science department, an inspection of which will 
prove of interest. Visitors are welcome to investigate the 
operation of the lunch rooms of the high schools. Guides 
will be on hand to show and to explain the methods used. 

New High School 

Twenty-six acres of land have recently been purchased 
on Madison Road opposite Erie Avenue as a site for a 
new high school which, when completed, will cost approx- 
imately $1,000,000. This school, like Hughes and Wood- 
ward, will be of the cosmopolitan type. It will, however, 
make more complete provision for recreation and physi- 
cal education, and for the industrial, commercial, and 
household arts courses. Full provision will also be made 
for the agricultural course. 

In submitting the problem to the architects who were 
invited in July to submit plans for the new school, the 
Board of Education used these words : 

It is intended that the high school proposed in this compe- 
tition shall be of the best possible construction, and shall pro- 
vide complete facilities for a modern high school, including — 
in addition to the academic branches — full provision for physi- 
cal education and for general and vocational instruction in the 
commercial, industrial, agricultural^ and household occupations; 
and that it shall afford accommodations for 1,600 pupils. 

It is suggested that these requirements will best be met by: 

(1) A main building to contain the general administrative 
features; auditorium; academic class and study rooms; and the 
commercial and household arts departments. 

(2) A second unit to contain the industrial features, with 
heating and power plant adjoining. The general lay-out and 
construction of this unit should conform to the best standards 
of industrial shop construction. 

(3) A third unit to provide the necessary accommodations 
for the agricultural department. 

(4) A fourth unit to provide complete facilities for physi- 
cal education, including a grand stand and athletic field, in addi- 
tion to indoor and outdoor gymnasiums, swimming pools, shower 
baths, etc. 

The plans submitted should make full provision for all con- 
templated indoor and outdoor activities, each separate unit ap- 
pearing as an integral part of a unified plan well adapted to a 
convenient and economic administration. 



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IV 
THE ELEMENTARY SCHOOLS 



IV 
THE ELEMENTARY SCHOOLS 

The Cincinnati elementary schools have for many 
years been organized upon the customary ei^ht-ycar basis. 
Promotions have been made only at the end of the school 
year, although pupils are admitted to the first grade in 
both September and February. In recent years this city, 
with others, has begun to allow for differentiation of 
work to suit the varying needs of the pupils. In one 
school, the course of study has been organized upon the 
"six-and-six" plan. Certain schools, especially in the basin 
of the city, have developed industrial work for boys and 
girls and become prevocational centers. Classes for 
atypical children, the deaf, the blind, the anaemic, the 
mentally defective, the retarded, have been organized. 
The tendency is constantly toward the fullest special at- 
tention to the individual, both in class organization and 
in the arrangement of the course of study. 

Throughout their history, the schools have been noted 
for the attention paid to various special subjects. Super- 
visors and special teachers have visited class-rooms and 
given systematic instruction in drawing, music, penman- 
ship, and physical training. In these fields, the results 
have been notable, and have brought widespread reputa- 
tion to the city. 

All of the fifty-seven elementary schools, with only a 
few exceptions, have the eight grades and kindergarten. 
Domestic science and manual training centers are located 
within easy reach of all pupils. In all the new buildings, 
and in the majority of the old ones, there is full equipment 
for physical training. All schools have complete supplies 
of maps and other apparatus and of supplementary mate- 
rial such as readers, stereopticon slides, stereographs, and 
the like. 

The course of study now in use was prepared by prin- 
cipals and teachers and during the present school year a 
complete reconsideration of this course is being pursued 
by means of committees of teachers and principals. Much 

69 



70 The Elementary Schools 

freedom is allowed in the interpretation of the course, and 
teachers are encouraged to express their individuality in 
the daily class work. 

Kindergartens 

Kindergartens were introduced into the Cincinnati 
public schools in September, 1905. At this time the Board 
of Education assumed two, which had previously been 
maintained by private funds, in public school buildings. 
The following year provision was made for seven more; 
in 1907 the number had increased to twenty-two; in 1908 
there were thirty-one; in January, 1915, there are fifty-five. 

The kindergartens are organized on the half-day plan 
for the children, but the teachers are employed all day. 
They give two afternoons each week' to the primary 
school, two to mothers' meetings and home-visiting, and 
one to a conference with the supervisor. 

The kindergartens vary in size, but most of them have 
an average attendance of forty to fifty children, and are 
in charge of a director with one assistant. Some have two 
assistants and several are small enough to require only 
one teacher. The program is based on the common ex- 
periences of the group; and each teacher plans her work to 
suit the children in her kindergarten. Excursions, gar- 
dening, and out-door play are encouraged. If the school 
does not have a garden for the little children, they go to 
a park to plant bulbs in the autumn. 

The kindergartens are equipped with the usual Froe- 
bel materials, enlarged. Other toys and playthings are 
used for the free play periods and for motivation in gift 
work. 

The kindergarten activities with the first grade chil- 
dren are planned to meet the needs of the particular 
class. In some schools gifts and occupations are used; 
in others, rhythms, games, and songs. Each group of first 
grade children is expected to go to the kindergarten room 
for one hour a week. 

The reasons for the home-visiting are many. The 
teacher may wish to encourage punctuality and regular 
attendance; to secure proper cleanliness and physical care 
for the child; to invite mothers to the club; to discuss 
problems of the child's training; to suggest home occupa- 
tions for children; to put people needing help in touch 
with the proper relief agency, such as the Associated 
Charities, Visiting Nurse Association, or a free clinic. 



Germa n 71 

The Mothers' Club meets once a month in the kinder- 
garten room on the first, second, or third Thursday from 
2:30 to 4:30 in the afternoon. The program includes a 
half -hour for business, a lecture or discussion, music and 
refreshments. The meeting usually closes with a few 
minutes devoted to kindergarten games. 

The weekly conference is the great means of growth 
for the teachers. On the third Monday afternoon of each 
month all the kindergartners of this vicinity, about a hun- 
dred and twenty in number, gather at the Kindergarten 
Training School. The other weeks of the months two 
group conferences are held in public school buildings. 
The programs include papers, discussions, work with ma- 
terials, and an occasional lecture. 

The department aims to provide the right environ- 
ment and training for five-year-old children; to insure 
the right relationship between the kindergarten and first 
grade by giving the teachers a common interest and re- 
sponsibility for the children; to bring the home and the 
school closer together; and to provide for the g[rowth of 
mothers and teachers through club organizations and 
conferences. 

German 

Cincinnati was the first large city in America to avail 
itself of the advantages of bi-lingual instruction. The in- 
troduction of German into the public schools dates from 
the year 1840, when three teachers of the language were 
appointed and classes organized in the basement of the 
church on Walnut, near Ninth Street. 

At the present date instruction in German is given in 
all grades of all the schools — elementary as well as high 
schools and in the University — except in a few of the 
small and recently annexed districts. The corps of teach- 
ers numbers 175, of whom 40 are males and 135 fe- 
males. The study of German may be taken up by the 
pupil on entering the lowest grade. 

The organization of the German department is unique 
and differs widely from that obtaining elsewhere. In the 
lower grades of the larger schools two teachers are as- 
signed to two classes, one teaching German, the other 
teaching English to both classes alternately, the German 
teacher, in addition, taking charge of such branches as 
drawing, music, and primary occupation work. Here the 



72 The Elementary Schools 



upper grades are generally taught by a German Supervis- 
ing Assistant, who also exercises a general supervision. 
In smaller schools one or two special teachers teach all 
the classes. The time given to German varies from thirty 
to about ninety minutes daily, according to local condi- 
tions. For the high schools daily recitations of forty-five 
minutes are provided. The use of the German language 
in the teaching is insisted upon, however much correla- 
tion with the English be desired. 

The number of pupils in the department is as follows : 
In elementary schools, 15,000; in high schools, 1,400; 
total, 16,400. This means that two out of every five pupils 
in the public schools are students of German. 

Music 

The Music Department was organized in 1844. It con- 
sists at present of one supervisor and eleven assistants. 

The course of study followed is the Harmonic and 
Natural of Ripley and Tapper. Nearly all of the classes 
in the schools have a motive in their work. They are 
honored, when sufliciently well prepared, in being allowed 
to sing at the numerous parent meetings which are held 
in the schools or in events which are significant in the 
musical life of the community. Cantatas are written or 
arranged for the special study of the children. They serve 
as a climax to a year of work. Through the concerted 
action of the kindergarten teachers some two thousand 
mothers sang the songs of the child world at their various 
meetings during the year. The rendering of these songs by 
this great choir at their annual meetings is an inspiration 
to all who participate. All of the children in the city in the 
early grades are taught to sing with the piano accompani- 
ment as well as without. Thus they receive the harmonic 
basis upon which future growth depends. There are 
upwards of two hundred pianos in the city schools. 

The public of Cincinnati, since the beginning of the 
May Festivals in 1873, have slowly come to realize the 
great value of the music work in the schools as a com- 
munity asset. The elementary artistic sense of children 
is moving the greatest artists to create materials for the 
part that the child is to take in musical interpretation. 

In the May Festival chorus of this year seven hundred 
children will assist in rendering some of the masterpieces 
of the world. 

In many of the schools there are student orchestras. 



Art 73 

This is one of the worthiest of institutions. It is introduc- 
ing the child player to the composers in a way that bids 
fair to mean intimate acquaintance. Let them even play 
a march and every participant has a new and loftier idea 
of the meaning of that particular form of art. If this 
effort is pursued, the listening to a great orchestra is so 
increased that every symphony is a new world. The 
habit of playing one's way into music literature assists 
the player to listen — a habit, of all others, that children 
oftentimes know least about. 

Orchestras are to be found in the following high 
schools: Hughes, Woodward, Pleasant Ridge, and Madi- 
sonville; and in the following graded schools: Carthage, 
Guilford, Harrison, Harriet Beecher Stowe, Riverside, 
Sayler Park, Webster, and Westwood. 

Art 

The Art Department consists of a supervisor and 
twelve assistants in the grades and seven assistants in the 
high schools. 

Twenty minutes per day are allowed for the pur- 
suit of art and handwork in the first and second grades; 
ninety minutes per week in the third and fourth grades; 
one hour per week in the remaining grades below the high 
school. The work of these grades is closely correlated 
with the other activities of the course and consists of 
illustration, pose work, object drawing, nature repre- 
sentation, color, and design with its applications. In the 
first and second grades emphasis is placed upon illustra- 
tion of stories, fables, seasons of the year, games, and 
activities of the home, etc. In the third and fourth grades 
nature representation and handwork are emphasized. 
The latter consists mainly of paper and cardboard con- 
struction. In the sixth, seventh, and eighth grades design 
and its application to stenciling and block printing, and 
object drawing are given major consideration. 

The art education of the schools is further promoted 
by means of a close co-operation with the Cincinnati Art 
Museum. Teachers with their classes make frequent 
visits to the Museum. By means of slides illustrating the 
various departments of the Museum the classes are pre- 
pared before visiting it to see intelligently the exhibits 
there displayed. 



74 The Elementar y Schools 

In the high schools two 45-ininute periods per weel*. 
are required during the first year in the General and Clas- 
sical Courses. After the first year Drawing becomes an 
optional study. The course consists of representation of 
still life in all mediums, and design and its application to 
textiles, leather, and metal, and also to commercial prob- 
lems, such as posters, magazine covers, etc. 

The Domestic Science and Girls' Industrial Courses 
make the subject a required one during the four years. 
These courses offer a wide range of possibilities in the 
application of art work, as in the making of wearing 
apparel, the planning of a house and its surroundings, 
house furnishing, etc. 

A Technical Art Course is maintained in the high 
schools. (See section under High Schools.) 

The department maintains a Teachers' Art Training 
Course. This course is designed to prepare students who 
are high school graduates and who have had not less than 
two years' training at the Art Academy or its equivalent 
to become teachers and supervisors of Art and Construc- 
tion work. It is a two-year course and is made possible 
by a co-operation of the Teachers' College of the Cincin- 
nati University, the Art Academy, and the public schools. 
Instruction in Psychology, History of Education, and Gen- 
eral Method is given at the University; art work is con- 
tinued at the Art Academy; the application of art work 
to public school needs, special methods, and practice 
teaching are furnished by the public schools. 

Considerable extension work is done each year by the 
Art Department by means of lectures on Art in the Home, 
Beauty in Common Things, etc., given before Mothers' 
Clubs and other organizations. 

Manual Training 

Manual Training was introduced in the seventh and 
eighth grades in 1905 and as fast as classes were ready 
was extended to the high schools. 

At present it is part of the regular curriculum of the 
sixth grade also, and in addition about one-half of the 
fifth grades are cared for. 

The fifth and sixth grades have one hour and the 
seventh and eighth grades have one and one-half hours 
per week. 



Domestic Science 75 



In the fifth grade most of the work is with coping saws 
in the making of toys. 

In the sixth grade simple work with the plane and 
saw are presented and followed in the seventh and eighth 
grades with models that present greater diflficulty. 

A tentative course of models is provided for the teach- 
ers. They are encouraged to deviate from this to meet 
the varying ability of the boys. The work is not based 
on sequential tool-processes, but rather upon the interest 
and the physical and mechanical ability of the boys. It 
has been the motto that "It is not so essential what a boy 
makes as that whatever he makes be well done." We 
believe, for instance, that it is Just as valuable for a boy 
to learn to grind a carving knife or hatchet for home, to 
sharpen his skates, to put a runner on his sled, or half- 
sole his shoes in some cases, as it is to learn to join care- 
fully two pieces of wood. In keeping with this idea the 
use of other mediums than wood has been undertaken 
and with considerable success. However, where only one 
period per week is allowed and teachers have from 300 
to 400 different pupils per week, little more than a set 
course can be introduced. 

In an increasing number of schools more than one 
period per week is being allowed. It is in these schools 
that the greatest advance has been made. A description 
of these schools may be found under the title, "Pre-voca- 
tional Education." 

Domestic Science 

Domestic Science was introduced in 1905 in the sev- 
enth and eighth grades. Four schools were equipped that 
fall. The number was rapidly increased and the work 
was extended to the high schools. 

At present it is part of the regular curriculum of the 
sixth, seventh, and eighth grades, and about half of the 
fifth grades are cared for. 

The fifth and sixth grades have one hour and the sev- 
enth and eighth one and a half hours per week. The 
eighth grade has cooking and the fifth, sixth, and seventh 
grades have sewing. 

There is an outline of work for the sewing, but it is 
quite elastic and suggestive and has a wide scope. This 
allows the teacher to exercise judgment in the selection 
of garments best suited to her classes. Sewing machines 



76 The Elementary Schools 



are available in most of the schools, and they are used on 
garnionls wherever the teacher feels the child is capable 
of handling them. 

The cooking follows a regular course of study. All 
types of food are prepared, tood values arc studied; the 
cost of canned foods is compared with that of home-pre- 
pared foods; the prices at stores in the neighborhood are 
compared with the prices recorded on charts of the de- 
parlment showing the various changes in the cost of 
staples, as sugar, llour, butter, and eggs. The aim is intel- 
ligent buying as well as proper preparation of foods. 

Pre- Vocational Education 

In eleven schools of the city, special adaptation has 
been made of the Manual Trainmg and Domestic Science 
work, in order to meet more completely the various needs 
of the conununity. The time allowance of these sul)jects 
is increased in some cases to five hours, or one-fifth of 
the school week, and in all cases is extended beyond the 
hour or hour and a half regularly devoted to the subjects 
in elementary schools. 

The work is extended also to grades below the sixth, 
in some cases reaching even as low as the second. The 
aim is to take care of pupils twelve years of age and over. 
Special elfort is made to co-ordinate the academic work 
with the industrial work of the manual training and 
domestic science departments. In all cases the time gained 
by the additional allowance for these special subjects is 
used by the regular teacher for instructing an additional 
class, and also to emphasize the special needs of pupils 
in the regular classes. 

The character of the work varies with the school. The 
general purpose, however, is to find the problems for the 
industrial work in the daily life of the school and the 
home. For ^irls, this takes the form of real home prob- 
lems in sewing, cooking, and the household arts. For 
boys, the industrial work uses wood, metal, and other 
materials for the making of whatever may appeal to the 
boy's interest and be of use in the school or home. In 
some instances this means making of book-racks for the 
school rooms, desk-racks for the teachers, tables, sleds, 
roller coasters, steam engines, and iron weaving frames. 




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Civics 79 

Much attention is given to what is called tinkering, which 
involves ordinary repair work such as a boy may have 
to do at home. There is also instruction in cobbling, so 
that pupils are able to mend their own shoes, purchasing 
the stock at cost. Throughout the course, the aim is to 
make the work as practical as may be and to organize 
the shops upon trade principles, in accordance with com- 
mercial practice outside the school. This means that boys 
are put to work under foremen, upon definite time allow- 
ance for the completion of jobs, and the completing it 
within the time allowance is used as a factor in grading 
the work. 

The first school of this type in Cincinnati was the Oyler 
School, and it is the one in which the most complete de- 
velopment has taken place. It is provided with a lathe, 
band-saw, and various other pieces of machinery, much 
of which has been installed by the boys themselves; part 
of it, indeed, was constructed by the pupils. The effect 
of the work of this particular school has been marvelous 
and has practically meant a transformation of the school 
district. Animated by the same desire to be of service to 
the people among whom they are placed, various other 
schools in down-town communities are securing similar 
results. 

Civics 

Community civics has been taught for several years in 
the eighth grade and in the senior year of the high school. 
It is now being introduced into the fifth, sixth, and seventh 
grades, and, as indicated elsewhere, about ninety ele- 
mentary teachers are meeting once a week for the study of 
civic and vocational questions. 

Emphasis is placed on community relations and on 
the formation of traits and habits of good citizenship 
rather than on government and politics. Teachers are 
encouraged to secure actual participation of pupils in the 
affairs of the school community and of the local commun- 
ity and to utilize other subjects as a means of civic train- 
ing. Several schools have succeeded in working out a 
method whereby the school organization is used as a 
means of civic training. 

Civic and vocational clubs for the study of civic and 
vocational questions are organized in the schools. These 
clubs are federated in a Civic and Vocational League, 



80 The Elementary Schools 

which is afTiliatcd with the Cincinnati Chamber of Com- 
merce. The league is controlled by a Board of Directors 
consisting of the President of each local club and a com- 
mittee of sponsors consisting of members of the Chamber 
of Commerce. 

Periodically, usually each week, one or more clubs 
meet at the Chamber of Commerce or at the place of 
business of a member of that organization, who addresses 
them on a civic or vocational topic. After the address 
the members of the club are conducted through some 
business house or manufacturing concern. 

The local clubs and the Federation give opportunity 
to study at first hand the civic and vocational life of the 
community and to train our junior citizens in co-operative 
participation in community affairs. 

Another co-operative effort between the Chamber of 
Commerce and the j3ublic schools is the preparation of a 
hand-book on the history, civic life, and industrial devel- 
opment of Cincinnati for use in the schools. 

Penmanship 

This department was established in 1841 with one 
teacher, whose duties were confined to weekly visits to 
the various rooms and to giving a "writing lesson." The 
style of penmanship taught in those days was of the slow, 
painstaking, beautiful, just-so-wide and just-so-high vari- 
ety, gotten at an immense cost of time and an outlay of 
an a])palling amount of nervous energy, the only thought 
being that the i)age of carefully drawn work be "pretty." 

Tlie department has been slowly augmented as the 
needs of a growing city made imperative and at the pres- 
ent time consists of a supervisor and six assistants. Each 
year the city is districted, as the ever-changing conditions 
make expedient, and a member of the department is 
assigned to the schools in each district, visiting these 
schools every two weeks and giving a model lesson in 
real, live, usable, legible, and salable penmanship. The 
grade teacher gives careful attention to the conduct of 
the lesson, as she is expected to carry on the work in a 
similar manner for the following week. Two lessons are 
given each week. 

The style of penmanship taught, while of tlie most 
simple form, is sufficiently graceful to make its execution 



Public Schools Athletic League 81 

most easy. No attempt is made to make the pemnanship 
more beautiful than is consistent with utility. 

Physical Training 

Physical Training was made a part of the course of 
study in 1860, but was discontinued in 1873. In 1892 the 
Department of Physical Training was organized with the 
present supervisor and four assistants. Since then the 
growth of the department has continued. At present 
there arc thirty-four assistants, including the high school 
teachers, swimming teachers, and shower bath attendants. 

Of the sixty-four buildings in use, three have two gym- 
nasiums each, twenty-nine have one, and the rest, all old 
buildings, have none. Two high schools and one ele- 
mentary school have two swimming pools each, and two 
elementary schools have one pool each. Twenty-two 
schools have shower baths. Fifty-nine schools have play- 
rooms equipped with apparatus. Thirty-two school 
grounds have some apparatus, eight of them being as well 
equipped as most park playgrounds. 

In six schools there are resident teachers of physical 
training, who have complete charge of the work in the 
building. Nine teachers visit different schools each day; 
three give part time to this subject, teaching other 
branches in their school. 

Schools having gymnasia and no resident teacher are 
visited once each week by a special teacher, who gives a 
new lesson, which is repeated once or twice, as the case 
may be, by the class teacher. 

Schools having no gymnasia are visited at least once 
every two weeks (a few weekly) by a special teacher, who 
gives a lesson that the class teacner repeats daily. The 
time allowed for physical training is seventy-five minutes 
a week. 

The Public Schools Athletic League 

The Public Schools Athletic League was organized 
in May, 1906. Its object is to encourage and regulate 
athletic activities and to stimulate the spirit of true sports- 
manship among the pupils of the schools. The Board of 
Education gives official sanction to the work of the league 
by contributing annually $500 for its support. 

The sports encouraged are baseball, soccer football. 



82 The Elementary Schools 

field and track meets, and an efficiency competition for the 
league's athletic button. Large numbers of pupils take 
part in the various events, and practically every school 
IS reached by one form or another of them. 

Open-Air Schools 

The "Open-Air" School at the Dyer building was 
organized in 1911. It occupies a specially-built room on 
the roof. This room is so constructed as to admit of its 
being opened almost in the clear on three sides. 

The school was instituted for the benefit of anaemic 
students, no tuberculous children being admitted. As- 
signment to the school is made by the Assistant Health 
Officer of the Board of Health. Candidates for enrollment 
are subjected to a rigid medical inspection, including 
microscopic examination of the blood. Names of eligible 
students are placed upon a waiting list, as twenty-five is 
the capacity of the present equipment. 

The range of grades is from the second to the fourth 
years, inclusive, as but one academic teacher is employed. 
The daily routine of the school may be roughly 
sketched as follows: 

Taking and registering pulse and temperature, 8 a. m. 
Bath (shower), with vigorous rub, 8:30 a. m. 
Morning lunch. 

Academic work, interspersed with calisthenics, dancing, etc., 
to about 11:45 a. m. 

Formal dinner, 12 to 1 p. m. 
Relaxation period on cots, 1 to 2 p. m. 
Academic work, etc., to 3 p. m. 
Afternoon lunch. 
Temperature and pulse. 
Home. 

Pupils are "weighed in" on Monday morning and 
"weighed out" Friday afternoon. 

A physician is in attendance each morning to assist the 
nurse, who is present each morning from 8 to 10 and each 
afternoon from 12 o'clock to "home." 

The equipment of clothing, furnished by the Board of 
Education, consists of a pair of roomy pantaloons, a sort 
of Esquimaux jacket with hood, a pair of heavy felt boots, 
gloves, and a "sitting-out" bag for each student. Girls 
and boys are similarly clad for the out-of-doors life. Each 
one also has an individual cot and blankets. The relaxing 
and sleeping are both done in the open. But two condi- 




c 
6 
>> 
O 



School for the Blind 87 

tions drive the anaemics to cover — rain and heat. The 
schoolroom is outfitted with tables and chairs, formal, 
fixed schoolroom furniture not being used. In the matter 
of food, care is taken to have the menus for each formal 
noonday dinner properly balanced on the plane of food 
values. The morning and afternoon lunches are usually 
milk, crackers, or a simple cereal. 

When the physical improvement warrants, judgment 
as to condition being again predicated on a rigid medical 
inspection, the pupil is remanded to his regular school and 
regular work. While the time assigned to the formal 
academic work is somewhat below that under regular 
scholastic conditions, the records show that the open-air 
life and the attention to external and internal hygiene so 
stimulate the students that there is no falling off in results. 

Connected with the cuisine department of the school is 
a special Domestic Science teacher, to whom is assigned 
the task of working out menus, ordering supplies and, 
with the assistance of eighth-year girls, preparing and 
serving the lunches and dmners for the anaemics. 

The central idea in the work with the children of this 
department is to keep them happy and contented, and to 
deflect the mind from any and all serious consideration of 
their physical defects. Santa Claus was visited in the 
down-town districts immediately preceding the holidays; 
excursions to Burnet Woods, Eden Park, and the ^oo 
have place in season. The great improvement shown by 
students along both physical and academic lines justifies 
both the organization and the maintenance of the Open- 
Air School. 

Open-air rooms similar to those at the Dyer School are 
in operation at the Guilford School and at the Branch 
Hospital for Tuberculosis. 

The School for the Blind 

Special instruction of blind children was begun in 1905. 
There are now two teachers in charge of eighteen chil- 
dren. This work is supported in part by the State, which 
makes an appropriation of $200 per pupil for this purpose. 

The children are instructed in point reading, in the 
use of the typewriter, and in the manual arts, such as reed 
and cane work. Pupils who have been trained in this 
school have entered the State school at Columbus and. 



88 TJie Elemenlary Schools 

in sonic inslanccs, have gone to the national institution 
al Washington. 

The Hoard of Hchicalion provicks a conveyance for the 
Iransporlalioii ol llic pupils lo Ihc school. Various i)uhlic- 
spirilcd ocuHsts and other persons have heen of great aid 
in the work of this school. The school is housed in the 
Sands huihUng. 

Ihe Oral School 

The Oral Scliool is now located in the Peaslce School 
huihiing on Woodward Street. It was organized in Sep- 
lend)er, IS8(), hy tlie Society Cor Improved Methods ol* 
Teaching tlie Deal". 

The school was organized lor the henefil of parents 
who wished to keep their little deaf chihiren at home and 
who were ahle to provide comfortahly for them. At this 
lime there were no day schools for the deaf west of the 
Alleglienies; children thus liandica|)pe(I had to he sent 
at an early age lo an institution. The instruction was lo 
he purely Oral. After two years' successful trial of the 
Ihen "new" method of teaching deaf children hy speech 
an<l speech-reading, this school was incorporated in the 
puhlic scliool system and has continued lo receive ever 
since the city's sympathy and support. 

There ai'e at present forty pupils enrolled, with six 
leacluMs, hesides the principal, who take the children 
through the eight elementary grades. It is desirahle that 
children eiilei' the preparatory class al four years of age, 
as it recpiires two years tor them to accpiire a vocahulary 
large enough for lirst-grade work. 'The work in the llrst 
four grades is entirely dillerent from that of hearing 
classes: intelligent speech, rapid speech-reading, and lan- 
guage heing the goal. In the upper grades it approximates 
thai of normal classes. The seventh and eighth grade 
pu|)ils are expected to take the examinations given in 
those regular grades. 

In addition to the work of this school with totally deaf 
children there is a department for corrective speech of 
hearing children. 'The teachers of this department go 
into normal grades and assist stammerers or any whose 
spet>cli is iioticeahly defective. 'There are also two con- 
tinuation classes, one composed of nu)thers and teachers 
who are learning Bell's visihle speech system in order 



Boys' Special School 95 

to help their children speak more intelligently out of 
school, and the other a class in speech-reading for semi- 
deaf adults. 

Special School for Mental Defectives 

In response to the appeal of several citizens who felt 
the need for such work a single class for children of 
defective mentality was established January 4, 1909. We 
now have a central school with eight classes and two 
single classes in suburban districts. Provision has been 
made in the 1915 budget for five additional classes. 

There are fifteen children in each class, this number 
being the maximum possible to allow the necessary indi- 
vidual attention. With but very few exceptions the pupils 
have profited by the instruction. The largest good accom- 
plished is that children who have been the "drags," and 
often in consequence the most troublesome members of 
the normal classes, become here real workers, since the 
work is fitted to the child. This confidence gained through 
ability to do is a large asset. On the other hand, the 
normal classes are relieved of the two or three children 
who took an undue share of the teacher's time. 

No teacher in a regular classroom has time to study 
all her pupils as individuals, while this is entirely possible 
in the special class, especially since the pupils remain 
with the same teachers for several years. John may read 
with a group of first-grade children, do his arithmetic 
with a second grade, and have manual training with an 
eighth grade. His superiority in the latter work compen- 
sates him for his lack in the other branches. There is 
less than one per cent who fail completely to learn to read. 
The best training as well as the most profitable results 
come from the various forms of hand work. In the gym- 
nasium the games and folk dances are the most beneficial. 
These are introduced in the cantatas, which have been 
given each year. These entertainments, which employ 
the various activities of the school, are large factors in 
the development of the children, as they represent a real 
accomplishment. 

The Boys* Special School 

Organization — The school is made up of truants and 
delinquents committed by the Superintendent and the 



90 The Elementary S chools 

Juvenile Court. They come from all parts of the city, and 
transportation is furnished if they live more than one and 
a half miles from the school. Most of the hoys attend dur- 
mg the (lay, returning to their homes at the close of the 
session at 3 o'clock. There is a detention department 
housed in the same huilding as the school, where a few of 
the worst truants are kei)t night and day until such time 
as they can he paroled and permitted to go home at night 
and attend during the day. The hoys are committed by 
tlie court. The priucipaTs wife is matron of this depart- 
ment. 

School Activities — Three hours a day are devoted to 
academic studies, one hour to shop work, and one to 
gymnasium and l)lay. The classes can be seen at work 
in llie shop from 9 to 12 in the morning and from 2 to 3 
in the afternoon. The work in the gymnasium is from 
1 to 2 J), m. Luncheon is served at noon. This is furnished 
at the cost of (he raw material. 

The shop work consists of woodwork, metal, repairing 
shoes, mending, etc. Articles made are chiefly those which 
can be used at home, at school, or which can be sold for 
the individual protit of the maker. 

There are live teachers, including the principal. The 
school is divided into five classes. Each teacher has each 
class one hour every day. 

There are about one hundred in attendance, 70 per 
cent of whom were connnitted for truancy. The average 
daily attendance is 95 per cent of the number belonging. 

Opportunity Classes 

With the opening of the Dyer Shool in 1906 a "Re- 
tarded Department, since changed to the "Opportunity 
Department," was organized. Into this department were 
to be gathered from the schools inunediately adjacent 
to the Dyer School pupils from the second to the fifth 
grades, inclusive, who were at least two years behind the 
ordinary school schedule. The object was two-fold: To 
give these pupils an opportunity to grow, and to remove 
ihe sting that is always evident when groups of students 
so low down in the scale of work are marked by great 
extremes of age and size. Care was taken not to hiclude 
in this department any who were weak-minded or men- 
tally deficient, this class of students having been already 
cared for in specially organized departments. 



Opportunity Classes 99 



The membership of the "Opportunity Department" is 
made up of students whose mentality is characterized by 
sluggishness; whose attendance at school has been irreg- 
ular, caused either by illness or parental neglect; whose 
previous scholastic training has resulted in unsystematic 
development; whose tastes tend toward the manual in- 
stead of the formally academic. Pupils of foreign birth 
are admitted. 

Provision was made for a large amount of time to be 
devoted to manual occupations. Each student has one 
and one-half hour per day in the shop or at the needle 
and one-half hour per day in gymnastic work. The rest 
of the day is allotted to the academic work. The regular 
course of study is honored more in the breach than the 
observance. A special course was prepared by the in- 
structors into whose hands these pupils were put, assisted 
by the supervisor of the department and the principal. 
In so far as is possible the academic work is correlated 
with and supplemented by the manual activities. There 
are no fixed periods for promotion. The pupil is given 
to know that he has an open road ahead of him — no lock- 
step to deter him — and that his is the task to "make good" 
as soon as he can. Few make less than two years in one 
and some exceed this. 

One remarkable case was shown of a student who 
made five years in two. As soon as the instructors in 
charge report to the supervisor that "Student A" is ready 
for advanced work, the case of "Student A" is taken up, 
and he is immediately advanced if the report is justified. 
It must be understood that many of the students arrive at 
the year's closing so nearly abreast as to permit of pro- 
motions by groups, but the entire year is marked by move- 
ments from group to group. 

Demotion to work better suited to the ability of the 
student is as promptly administered as promotion. The 
manual activities are marked by a breadth of choice not 
always possible under more traditionally normal condi- 
tions. The boys work at what pleases their tastes so long 
as the development of these tastes is possible and not too 
widely at variance with established pedagogic principles. 

The wisdom of the maintenance of this department 
is shown in the low percentage of withdrawals on the part 
of those students who have reached the age when with- 



100 The Elementary Schools 

(Irawal is legal. Opportunity is offered under the guid- 
ance of special teachers for girls and boys to receive mone- 
tary compensation for some of the manual work done. 
A special teacher in the girls' department solicits orders 
for such articles as it is within the capacity of the girls 
to fill. The girls — that is, the upper-class girls — receive 
for their work in proportion as they contribute to the 
labor, all funds received over and above actual cost of 
the raw material. These orders include paper flowers, 
paper novelties, lamp shades, doll clothing, table novelties, 
and such things as are not within the pale of wholesale 
manufacture. The boys make toys, engines, motors, cane 
chairs, fashion copper and brass, repair furniture, and 
make many articles of great use in the care and proper 
conduct of the school bunding. By far the leading feature 
running through the entire department is the full measure 
of joy that the students get out of the work. 

Classes for Foreigners 

This work was organized for the "just-come-overs" in 
1911 in the Sixth District School. The enrollment since 
this time has varied from forty to sixty pupils per year. 
The present enrollment is but tnirty-four pupils, due very 
probably to the small number of immigrants coming to 
our country during the past six months. 

These young Austrians, Hungarians, Roumanians, 
Russians, and Italians are mingling daily and thereby con- 
tributing much to mutual development into a broad- 
minded American citizenship. 

The purpose of the class is to fit these boys and girls 
for the work in the regular grades. Quite frequently they 
are transferred to the grades in which the normal "Amer- 
ican-born" children are found. This means the acquiring 
of a vocabulary which will enable them to understand 
and grasp the work done by the American children of the 
same age. The time required to accomplish this is, on 
an average, about five months. 

The day's program consists in the main of conversation 
on interesting topics, story-telling, dramatization, phonics, 
reading, oral and written reproductions, arithmetic, and 
hygiene. 

This department might well be called a "school of 
expression, since a knowledge of oral and written lan- 
guage is its chief object. The methods used are concrete 



Penny Lunch Rooms 101 

in the extreme. Only the English language ls spoken. 

The little folks are so bewildered and frightened upon 
their arrival that the first and most important work of 
the teacher is to make them feel that in her they have 
found a friend in this new and strange land. It is then 
indeed a pleasure to note the eagerness, interest, and 
avidity with which they take up and master the difll- 
culties encountered in learning a new language. 

Penny Lunch Rooms 

The penny lunch room was organized at the Jackson 
School in April, 1908. Since then such organizations as 
the Civic League, the Council of Jewish Women, the 
Woman's Club, and several mothers' clubs have organ- 
ized and conducted penny lunch rooms in a number of 
schools. In the fall of 1913 these different organizations 
and mothers' clubs formed the Cincinnati Penny Lunch- 
eon Association and placed it under the control of the 
Board of Education. The cooks are paid by the Board of 
Education and the lunch rooms themselves are managed 
either by the working members of the clubs and associa- 
tions or under the control of the principal. At present 
there arc fifteen lunch rooms with cooks paid by the Board 
of Education. Generally these lunch rooms serve a recess 
lunch of soup, sandwiches, vegetables, cake, and fruit. 
The child may buy what it wishes. At noon a four or five- 
cent meal is served. This is to be sure that the child has 
a wholesome meal. 



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V 

THE EVENING SCHOOLS 



V 
THE EVENING SCHOOLS 

High and Elementary Evening Schools 

Public education in evening schools in Cincinnati was 
put upon a new footing when the evening elementary 
schools were reorganized in 1892. Similarly evening high 
school work was firmly re-established in 1904. At present 
evening instruction is offered in two night high schools, 
the East Night in the Woodward bulding, the West Night 
in Hughes; three elementary schools, the Peaslee, Dyer, 
and Washington; one elementary school for foreigners 
exclusively, the Sherman; the Continuation School for 
Apprentices; and two elementary schools for colored 
pupils exclusively, the Stowe and the Douglass. 

In addition to regular academic work of elementary 
and high school grade the following lines of special in- 
struction have been developed : 

East and West Night High Schools — Commercial 
courses, industrial courses, gymnastic classes, chorus 
class, supper-cooking class. The industrial courses em- 
brace instruction: For girls and women, sewing, dress- 
making, millinery, embroidery, cooking; for boys and 
men, mechanical and architectural drawing, bench work, 
cabinet-making and wood-turning, shop mathematics, 
machine-shop practice, forging (at East). A special car- 
pentry class in ho use- framing was organized in 1914 in 
the East Night High School under the instruction of a 
practical carpenter selected from the active workers in 
the trade; and plans have been made to carry this work on 
in the daytime also in co-operative or continuation school 
classes for carpenter apprentices. 

Sherman School — Sixteen different nationalities of 
foreigners enrolled to learn English. 

Peaslee School — English for foreigners; classes for 
stammerers and other forms of defective speech ; a social 
center for boys. 

Dyer School — Mechanical and architectural drawing, 
sewing, dressmaking, electrical work, gymnastics. 

105 



106 The Evening Schools 

Washington School — English for foreigners, manual 
training, sewing, gymnastics. 

Stowc School — Cooking, sewing, embroidery, carpen- 
try, gymnastics. 

Douglass School — Bookkeeping, stenography, hair- 
dressing, manicuring. 

Continuation School for Apprentices — A class for 
machine shop foremen. Instruction is given in shop draw- 
ing and mathematics for the foreman s purposes, and in 
shop management; and superintendents of shops are 
called in to give the men the benefit of their experience. 

Two of the most interesting of all the night school 
classes are the chorus class and the supper-cooking class, 
both held in the East Night High School. The night school 
chorus class of over 200 students meets on Friday even- 
ings at Woodward under the direction of the supervisor of 
music. Besides being a center for recreational and in- 
spirational musical interest and culture, this class prepares 
the night high school commencement music and is an ef- 
fective recruiting station for the May Festival chorus and 
other Cincinnati choral societies. The supper-cooking 
class consists of about forty girls who on Wecmesday and 
Thursday evenings go directly from their places of em- 
ployment to Woodward, where they receive instruction in 
cooking and immediately make a])plication of the lesson 
by cooking and serving their own suppers. At 7 :30 o'clock 
they leave the domestic science department to attend their 
classes in academic and commercial subjects. 

Commercial instruction in the evening high schools 
is organized into a bookkeeping course and a stenography 
course, each two years in length. But many evening stu- 
dents combine a commercial course with a full academic 
course, by continuing in attendance for four or five years 
and earning I he high school diploma as well as the com- 
mercial certificate. 

The gginnastic classes of the ni^ht high schools are 
conducted on Friday evenings, chiefly as recreational 
activities for evening high school students exclusively. 

Since the night high school academic curricula were 
lenglhened to four-year coures, with a program quite simi- 
lar in scope to the program of the day high schools, the 
work of these departments has been much strengthened. 
The State Superintendent of Education has recognized 
the full-course diploma as a "first-grade high school" 



Evening School for F oreigners 107 

diploma, and upon these diplomas certificates can be 
issued that admit the holders to the State pharmacy, den- 
tal, medical, and law examinations. The University of 
Cincinnati also gives recognition to night high school work 
by accepting graduates upon certificate and granting 
entrance credit at three-fourths the count allowed to day 
high school diplomas. 

Although the majority of night high school students 
are working in regular courses for diploma or certificate, 
there arc in attendance many special students seeking in- 
struction in one or two branches only. For example, in 
the Spanish classes there are specials who are employees 
of banks and commercial houses in which a knowledge of 
Spanish is required in the foreign correspondence depart- 
ment. 

The East Night High School (in Woodward), which 
has the greatest variety of instructional activities of all the 
evening schools, has experienced a remarkable growth in 
recent years. As late as 1906-7 this school was still con- 
ducted in the old Ninth Street building with a teaching 
force of only eight teachers. At present the school has to 
use nearly all of the Woodward building; gives instruc- 
tion to over four thousand students; and employs a prin- 
cipal, an assistant principal, a force of eighty teachers, 
and the part-time service of five supervisors. 

With the establishment of the evening classes of the 
College of Liberal Arts in the University of Cincinnati in 
1912, the system of public evening instruction in Cincin- 
nati was made complete. Elementary, secondary, and 
university education at public expense is now available 
for all, even those who must be self-supporting in daytime 
employment. 

Evening School for Foreigners 

This school was opened in October, 1909. The Cincin- 
NATiAN, October, 1914, has this to say of the foreign 
students : 

They flocked to the elementary night schools of the city in 
such numbers that, five years ago, it became necessary to estab- 
lish an alien school in the Sherman School, on West Eighth Street. 
It began with two classes and at the close of the school year had 
five classes. Last year it opened with nine teachers and closed 
with eleven. There were fifteen nations represented among the 
students. 



108 The Evening Schools 

The students range in age from 16 to 60, and they are a proud 

set of people No government is necessary in the 

school; the students are polite and orderly. Both sexes dress as 
if for church, and a good many of them come to the school with- 
out their suppers, waiting to eat until they get home. This applies 
to those whose hours of employment will not admit of going 
home and then returning to school. . . . . The students 
represent every stage of education in the Old World. Some of 
them speak six and seven languages and come to the school to be 
taught English. Classes are prepared for entrance into the night 
high schools of the city. In the more advanced classes of the 
school history, geography, arithmetic, and algebra are taught. 
The histories and geographies are used more as readers and for 
the purpose of instilling American ideas and American ideals. 
The students are not only taught to know the United States, but 
to get the standards of citizenship and of living firmly fixed in 
their minds. Foreign-born children, 12 and 13 years of age, are 
received, and take advantage of the night school to further their 
work in the day schools, and are accompanied by a big brother 
or a big sister who is possibly in the same class with them. 

The school is open eighty nights ; the sessions are from 
7:30 to 9:30, Monday, Tuesday, Wednesday, and Thursday 
evenings, and closes about March 25th. Sixteen nations 
are now represented. 



VI 

THE CONTINUATION SCHOOLS 



VI 
THE CONTINUATION SCHOOLS 
Compulsory Schools 

Compulsory Attendance — In May, 1910, the Ohio State 
Legislature passed a law known as the Ohio Law for Com- 
pulsory Continuation School. By this law the Board of 
Education was authorized to establish and maintain con- 
tinuation schools, and to require all youths who had not 
satisfactorily completed the eighth year to continue their 
schooling until they were 16 years of age. In January, 
1911, the Board of Education, upon recommendation of 
the Superintendent of Schools, adopted a resolution to 
establish continuation schools in September, 1911. 

In February, 1911, a supervisor was appointed and 
employers and parents were notified that after September 
1, 1911, all children subject to the law would be required 
to attend school four hours per week. 

In order to bring the industry and the school within 
convenient range, the classes were conducted in twelve 
centers, the Guilford School operating from 8 a. m. to 
5 p. m. daily; eight centers from 4 to 5 p. m. for four days 
and six centers from 1 to 5 p. m. Saturday. 

The employers were given the privilege of choosing the 
school and the hours most convenient for the child; some 
chose one hour a day for four days; some, two hours for 
two days, and some, four consecutive hours in one day. 

The pupils were classified into the following groups: 
A preparatory class, sixth, seventh, and eighth grades, and 
special commercial and industrial classes. One-half time 
was given to a commercial or industrial course and one- 
half time to elementary instruction in the essential 
branches. 

The enrollment for the three years has been: 

Year Boys Girls Total 

1911-1912 1,227 1,541 2,7C8 

1912-1913 1,670 1,575 3,245 

1913-1914 811 778 1,589 

The decrease in attendance during the third year was 
the result of the enforcing of the New Compulsory Edu- 

111 



112 The Continuation Schools 

cation Law passed by the Legislature in the spring of 1913. 
The present hiw requires all boys to remain in the regular 
day school until their fifteenth birthday and all girls until 
their sixteenth. No boy under 16 may receive a certificate 
to work until he has completed the sixth grade and no girl 
under 18 until she has completed the seventh grade. This 
leaves subject to the unchanged continuation school law 
only those boys at work between 15 and 16 and those girls 
at work or at home who received certificates to work prior 
to August, 1913, when the new law became operative. 

The development of the work has been interesting and 
fruitful. Employers and parents are today giving their 
most hearty co-operation and support to this movement. 
The school has placed in the lives of these young people 
higli ideals working through a greater respect for author- 
ity, a more willing obedience, an increased responsibility, 
and a desire for knowledge and efficiency, all tending 
toward the fullest service to the home, to industry, and 
to the community. 

Industrial Classes for Girls — The new school law re- 
quiring girls to remain in school until 16 years of age 
undoubtedly worked a hardship among certain classes. 
In some cases the parents could not afford the necessary 
car fare to send the girls to high school, and in other cases 
the girls were needed at home to help keep house. Many 
such cases were found by the attendance officers, and 
after careful investigation in each case the girls were 

tathered together into groups in the Central Fairmount, 
ands, Washington, and Vine Street Schools. 

These children are given the training that will best fit 
them to live up to their greatest possibilities. In planning 
an outline of work the aim is three-fold: First, to care 
for the general education of the girl; second, to give train- 
ing in home-making; third, to train for certain kinds of 
trade work in order to enable the girl to earn her living. 

In order to carry out this three-fold aim, fifty of the 
girls have been gathered into the Washington Scliool and 
divided into three classes, and three teachers conduct the 
different phases of the work — home, trade, and academic. 
About one-third time is given to academic work, which 
finds its motive as largely as possible in practical prob- 
lems; the remaining time is devoted to trade and indus- 
trial training and to home-making subjects. 



Compulsory and Voluntary Schools 113 

In the other three schools named the same general 
course is followed. 
Voluntary Schools 

Voluntary Attendance; Salesmanship — In organizing 
voluntary chisses the first duty of the supervisor of the 
continuation sciiools was to establish a class in salesman- 
ship for young women in department stores. Conferences 
with employers and salespeople produced the result that 
thirty employers gave their endorsement to the plan, be- 
lieving the teaching of salesmanship to be a practical 
means of increasing the efficiency of their force. 

The school was opened in May, 1911, with an enroll- 
ment of two hundred; each pupil attended one half-day 
a week without loss of pay. A graduate of the Boston 
School of Salesmanship was appointed teacher of the 
class. The course included the study of textiles, sales- 
manship, color and design as applied to the work, busi- 
ness arithmetic, English, civics, hygiene, and economics. 

In September, 1911, the course was given to all depart- 
ment store girls enrolled in the compulsory continuation 
classes, the teacher of salesmanship serving part time in 
the continuation school and part time in the store of the 
Alms & Doepke Company, whose appreciation of the 
work was such as to lead them to make provision for 
classes within the store at the expense of the company. 
Salesmanship in Mercantile Establishments. 

In December, 1913, upon the recommendation of the 
Superintendent, authority was granted to assign a teacher, 
for certain periods c ach day, to follow-up work with the 
girls of the continuation school in the mercantile estab- 
lishments, and to teach salesmanship at public expense 
in connection with such visits. Classes were at once or- 
ganized in the stores of the Alms & Doepke Conipany, the 
H. & S. Pogue Company, and the John Shillito Company. 

As this movement represents something of a departure 
in public education, whereby teachers employed by the 
Board of Education offer instruction to the employees in 
private establishments, it may be well to state the basis 
upon which it rests. 

*The controlling motive is to be the educational and social 
improvement of the employees themselves, which shall result in 
improved service for the public. Upon these grounds, the plan 
can be justified as a measure of public education, even though one 
of the direct results is an improved service for the employers. 

•From letter of instructions issued to the Supervisor of Continuation Schools 
by the Superintendent, January, 1914. 



114 The Continuatio n Schools 

More satisfactory and valuable service for the employer follows, 
as a matter of course, from increased intelligence and skill on the 
part of the employees and from improved service to the public. 

In all this movement for co-operative education, by means of 
which the schools and the commercial and industrial establish- 
ments are brought into closer relations for educational purposes, 
we need to realize that there are three parties directly involved: 
The employers, who desire and need more skilled and intelligent 
workers; the employees, who desire and need to be better pre- 
pared for the work Ihey are now doing, or in which they are to 
engage, and better prepared for positions of increased responsi- 
bility and pay; and the public, who desire and need a better 
service. The school aulhorilles wish to serve both employer and 
employee, but they occupy middle ground; they cannot serve 
either to the injury of the other; they must have the confidence 
of both. If conllicts of interest appear, they must decide always 
in favor of the public, whom they directly represent and whose 
interests are superior to those of either employer or employee. 

With this position clearly understood and accepted, I have 
no hesitation in sending teachers into commercial and industrial 
cstablishmenis to perform their work under conditions most fav- 
orable for teaching the theory that is to be wrought out into prac- 
tice, under real commercial and Industrial conditions. 

In this way we may be able to establish most effectively a 
more vital connection between work and study, between theory 
and practice, instruction and its application; and thus we sliall 
provide educational opportunity that makes for better and more 
intelligent workers who shall render more acceptable service to 
both the employer and the public. And this, I believe, is a legiti- 
mate function of public education. 

Salesmanship in the High School — In September, 1914, 
salesmanship was introduced into Woodward High School 
as an elective in all grades. Ninety students are enrolled. 
In the commercial department it is planned to have a 
three-year course, beginning in the second year and ex- 
tending through the fourth. Students are to work part- 
time in the various department stores. A few high school 
students are already working part-time in the stores. 

Messenger Service — In October, 1914, the Superintend- 
ent of Schools authorized the establishing of an element- 
ary co-operative course for messengers, whereby boys 
would be permitted to attend school for half-time and 
engage in the messenger service for half-time, both the 
work and the study to be under the general direction of 
school ollicials co-operating with the ofticials of the mes- 
senger service. Only boys over 15 years of age are per- 
mitted to enter the service, the aim being to give to those 
boys, permitted by law to leave school, a chance to become 
wage-earners and at the same time to receive extended 
school training. 



Continuation Schools for Apprentices 119 



Conferences with the superintendents of the messen- 
ger companies followed, with the result that officials of 
the Western Union not only promised co-operation, but 
offered to provide, at the expense of the company, the 
equipment necessary for teaching telegraphy and the 
services of an expert teacher, in order that boys electing 
to take a course in tele^aphy might have full opportunity 
to master its technicalities. The boys who have entered 
the service meet alternate weeks for class instruction at 
the Guilford Continuation School. 

Voluntary Attendance in Home Economics — A very 
important phase of the continuation school work, and one 
which emphasizes the agency of the public school in 
reaching the masses of the people, is the opportunity 
offered to women to extend their education. 

Classes are formed in any school district where twenty 
or more women make application for a definite line of 
instruction. They meet once a week in a two-hour session. 
The enthusiasm and interest in this work is shown in the 
enrollment, which has reached two thousand. 

Specific training is given in one branch and a general 
course in home economics, including lectures and dis- 
cussions on topics relating to household problems. One 
very interesting feature of this work was the organization 
of a class in the Oral School, with the purpose of giving 
the mothers of deaf children information on the mechan- 
ism of speech and its development in a deaf child, in order 
to enable each mother to give her child intelligent help 
at home — the home and the school thus co-operating for 
intelligible speech in the children. Similar plans are 
being developed for the adult blind. 

The aim in all work is to strengthen the bond between 
the home and the school, and to awaken a spirit of com- 
munity interest and helpfulness. 

Voluntary Continuation Schools for Apprentices — The 
Continuation School for Machine-Shop and Pattern-Maker 
Apprentices was organized about seven years ago after an 
agreement had been entered into by a number of employ- 
ers and the Board of Education, whereby apprentices were 
to be sent to school one half -day per week without loss of 
pay, the Board of Education agreeing to maintain the 
school, while the employers sent their boys and paid their 
wages. This school is in session throughout the year. The 
principal and his assistant spend Monday morning and 



120 The Continuation Schools 

Saturday morning visiting shops in which the boys are 
employed. The methods of teaching are unique, and most 
of the instruction is individual. 

The original short-unit courses in the form of jig sheets 
were made up in this school. The purpose of these sheets 
is to i^rovide for the boys the mechanical part of their 
problems and save for them those processes which require 
thought. By means of these lessons a great deal of ground 
may be covered in the short time allowed for school work. 
Boys may graduate from this school upon the completion 
of their ai)prenticeship and will in the future be given a 
formal diploma. Use is made of lantern slides, machine 
catalogues, and blue-prints of assembled machines in pre- 
senting the lessons. As occasions arise the boys are taken 
to visit shops other than those in which they work. An 
exhibit of the jig sheets may be seen at the school. 

The pattern-maker apprentices spend one half-day 
per month in some commercial foundry. The time thus 
spent is considered equivalent to the same time in school. 



VII 
ADDITIONAL ACTIVITIES OF THE PUBLIC SCHOOLS 



VII 
ADDITIONAL ACTIVITIES OF THE PUBLIC SCHOOLS 

The Summer Academic School 

The Summer Academic School was instituted in 1908. 
Its purpose is: (a) To enable pupils who have failed in 
one or two subjects to catch up; (b) to enable unusually 
bright pupils to skip a grade. Admission is upon recom- 
mendation of principal and teacher, with assent of parent. 
Enrollment is by card, filled out by principal of home 
school and sent in advance of pupil. This enrollment 
card, with the Summer School record on reverse side, is 
sent to the home school in September. In 1913 there were 
enrolled: High school, 295; elementary, 1,013; total, 1,308. 
Tuition is free to residents. The school is in Woodward 
High School. The grades represented arc : Elementary, IV- 
VIII; high school, IX-XII. There are about forty teach- 
ers. Selection is made to secure the best. Promotion in 
this school is accepted as official. The cost is: Element- 
ary, $3.75; high school, $7.40, per pupil belonging. The 
session is from 8:30 to 12:30 o'clock for forty days, includ- 
ing Saturdays. The result of the summer academic work 
is that promoted pupils very generally keep up with their 
classes. 

Vacation Schools 

Vacation schools, summer recreation centers for city- 
bound children, form one of Cincinnati's most important 
educational activities. They were established by the 
School Board as part of the school system in 1907, and 
since that time have responded to the needs of thousands 
of city-bound children, particularly of those whose homes 
are in closely congested tenement districts. In the hands 
of well-trained and competent teachers, these many chil- 
dren have been protected from the dangers of the streets 
and their resultant evils. 

123 



124 Additional Activities of Public Schools 

The vacation school is not academic; it does not con- 
tinue the book work of the regular school year. Its cur- 
riculum includes such occupations as appeal to the child 
whose school books are put away for a time, but whose 
interest must be kept alive, who must be kept busy for his 
own sake. The manual arts, music, story-telling, dra- 
matics, folk-dancing, games, gymnastics, free play, and 
many forms of art — these are the lines along which those 
in charge of the children lead them, keeping them happily 
busy and under discipline that is forceful without being 
in tiie least irksome. 

Attendance at these schools is not compulsory, the 
children coming voluntarily and eagerly and enjoying to 
the full the happy, busy life. The teeming industry of 
these "summer shops" that are open during half the vaca- 
tion time bears testimony to their usefulness in the pro- 
motion of all that makes for good manhood and woman- 
hood, and, best of all, for good citizenship. 

Realizing the importance of these "summer labora- 
tories," in which the city's children are trained in habits 
of order, neatness, obedience, and truth, the School Board 
has made generous appropriations for their inaintenance. 
Recognizing this effort on the part of the official body of 
the schools, the people of the community, particularly 
those in whose neighborhoods schools of this nature are 
established, are giving their best encouragement to the 
workers and, with the entire group of enthusiastic work- 
ers, are co-operating with the School Board in the promo- 
tion of this great work to its highest and best uses. 

Home and School Gardens 

The Cincinnati Home and School Garden movement 
began under the auspices of the Civics Department of 
the Woman's Club in 1908, and was later taken over by the 
Board of Education. The work has been cumulative, 
each year marking a distinct advance on preceding years. 

The object of the garden work is three-fold : To dis- 
seminate a knowledge of plant life generally; to encourage 
the development of the cliild through contact with living 
things; and to provide a means of assisting families to 
secure wholesome food at low cost through the utilization 
of back yards and vacant lots. 

During the year 1914 thirty-five teachers were em- 
ployed to care for home and school gradcns, and 8,750 




o 
o 

J3 
u 
W 



Social Centers 129 



children had given in their names as those who wouhl 
conduct gardens of some kind. At the ch)se of the season 
4,850 certificates were distrihuted to the chihiren who had 
completed a satisfactory piece of work. 

The climax to the season's work was reached on Sei)- 
tember 2(5, 1914, when a garden exhibit was held in the 
Guilford School. On that day 1,800 entries, representing 
1,200 children, were placed in competition for prizes; and 
more than 15,000 persons visited the exhibit. 

Good school gardens were conducted in the following 
schools: Chas(^ Lin wood. Pleasant Ridge, Cummins, 
Raschig, Windsor, Twenty-third District, Thirtieth Dis- 
trict, McKinl(;y, Bloom, Westwood, Kirby Road, Highland, 
and Twentieth District. 

School Playgrounds 

The first school playgrounds were opened in the sum- 
mer of 1908 as an expernnent. This ])rove(l so successful 
that playgrounds were regularly maintained by the Board 
of Education until last year, wiien tlu; larger number of 
park j)laygrounds made the school playgrounds unneces- 
sary. ru)W(;ver, even then a number of school play- 
grounds were maintained bv private subscription. 

Of the sixty-four schools in the city school district, 
twenty-four hav(^ a fair equipment of apf)aratus, while 
eight are very w(;ll equippc^d. 

In tlie year lOl.'J ten "after-school playgrounds" and 
five "vacation playgrounds" were maintained by the 
Board of Education. The lota! attendance at the ten 
was 00,117, or an average; of 1,700 per day, or f70 at each 
playground. The; cost was -1)1 ,.'{00..')0. 

At the vacation playgrounds the attendance; averaged 
1,983 per day. The cost for the summer was .%5,5()2. 

The Park Department maintained all ])laygrounds 
during the summer of 1914. 

It is proposed lo have the Board of Education assume 
control of the i>ark playgrounds and to conduct Ihem in 
connection with those of the schools as one complete pro- 
gram of playground activity. 

Social Centers 

On March 17, 1913, the Superintendent submitted an 
(exhaustive report to the (>)mmittee on Social Centers of 
the Board of Education, in which he made the following 



130 Additional Activities of Public Schools 

statement of principle : "A larger use of the schoolhouse 
for social, recreational, educational, and civic purposes 
should be encouraged. The schoolhouse belongs to all the 
people and should be open to all the people upon equal 
terms." The adoption of this report by the Board of Edu- 
cation marked the beginning of organized social center 
work in the Cincinnati public schools, which is now con- 
ducted under a supervisor who gives his entire time to this 
work. 

Throughout the city, mothers' clubs, improvement asso- 
ciations, and business men's clubs are now using the 
public schools for evening meetings. Individually organ- 
ized athletic clubs and gymnasium classes are taking 
advantage of the school equipment. These clubs are 
encouraged on the basis that successful social center work 
depends upon the ability of the Board of Education to 
satisfy the reasonable demands of a community. Wher- 
ever a need for evening activity has been expressed, some 
attempt has been made to satisfy that need. This makes 
for a simultaneous and extensive development in a num- 
ber of different communities, rather than for the develop- 
ment of one or two particular neighborhoods at the 
expense of others not so well equipped. 

One of the best examples oi social center work may 
be found in the Sands School in the organization known 
as "The Sands Social Center." This club first met on 
January 8, 1914, and now has a membership of four hun- 
dred and fifty. Meetings are held twice a month for 
business and general entertainment; gymnasium and 
swimming classes meet twice each week. One feature of 
the work is the Relief Committee, appointed for the pur- 
pose of distributing relief among needy families in the 
community. The committee is supported by the volun- 
tary contributions from the members of the center. 

The boys and girls from the seventh and eighth grades 
of the Guilford School have organized the Guilford Junior 
Club, meeting each Wednesday ni^ht. The specific aim 
of the club is the study of dramatics and pageantry; its 
secondary aim is social. During Christmas week mem- 
bers of the club gave a very creditable public performance 
of Dickens's "The Christmas Carol." The costumes and 
scenery were made by the children. 

The Chase Social Center has organized a club for 
young persons of later adolescent age. Dramatics are 



Truancy D epartment 131 

studied under a professional teacher, and many oppor- 
tunities for social intercourse under competent super- 
vision are afforded club members. 

The Lincoln and Garfield Social Centers provide an 
excellent means of community development through lec- 
tures, general programs, and social entertainments 

The most recent piece of work undertaken by the 
Social Center Department is among a gang of unruly boys 
in a crowded down-town district. These boys were gath- 
ered in from the streets and now meet four nights each 
week in the gymnasium of the Peaslee School. This work 
promises to be the best piece of constructive activity yet 
begun. 

There are two clubs in the Washburn School, one for 
boys and the other for girls. The bovs meet each two 
weeks; the first part of the meeting is devoted to literary 
work and the second to games in the gymnasium. 

The final word in social center work has not been 
spoken. Time will either prove or disprove the value of 
present methods, but that activity which stands for social, 
recreational, educational, and civic advantages must 
surelj' find a permanent place in the developing plans of 
the Cincinnati Board of Education. 

Truancy Department 

The Truancy Department consists of a chief truant 
officer and five assistants. Each assistant officer is in 
charge of a district, with headquarters at a central school, 
from which he may conveniently reach all sections of his 
district. The officer reports each morning at his head- 
quarters, where he may be reached by telephone or re- 
ceive notices from principals by mail. He then spends 
the day in the field, and comes to the central office of the 
department, in the City Hall, for consultation and desk 
work, at the close of the afternoon. The clerk of the 
department sends written information to principals, 
advising them of the disposition of the case and instruct- 
ing them how to proceed with reference to it. During the 
school year 1913-1914 this department made 16,000 visits. 

The work of the department consists not only in secur- 
ing regular school attendance on the part of irregular 
pupils, but in enforcing the Child Labor Law by seeing 
that pupils secure the necessary certificate to be out of 
school and at work; by seeing that employers do not 



132 Addilioiial Act ivities of Piihtic Schools 

illegally employ children required to attend school; and 
by attending to relieving cases where it is necessary to 
supply clothing or money in order to make it possible for 
pupils to attend school. 

The department is in close co-operation with the vari- 
ous charitable and philanthropic organizations of the city, 
with the Juvenile Protective Association, and with the 
Court of Domestic Relations, which includes the Juvenile 
Court. 

The Vocation Bureau 

Resi:ahch and Work Certificates 

When the Child Labor Law of 1910 was passed in Ohio, 
its provisions gave the public schools a much larger meas- 
ure of supervision over children who had left school to go 
to work than the school had ever possessed before. In 
order to take advantage of the opportunities for the inves- 
tigation of various problems of young workers which the 
new law afforded a bureau was organized under private 
auspices. To this bureau was assigned the function of 
issuing working certificates in order to give it control of 
the material for research. 

This bureau at once began a comprehensive investiga- 
tion of the child labor situation. One part of its plan has 
been to make a study of about 800 working children who 
began work at 11. Each of these children received on 
going to work a mental and physical examination. These 
examinations have been rei)eated from year to year for 
over 050 of the original 800. The bureau is now conduct- 
ing the fourth yearly tests of these working children. At 
the same time careful industrial records of these children 
have been kept and their homes visited. In order to 
interpret such a series of results it has been found neces- 
sary to carry out the same i)lan with a corresponding 
number of children who remain in school. The second 
year tests of school children are now being completed and 
the third year tests are beginning. It is the hope that these 
results, when complete, can be interpreted in several dif- 
ferent ways. It will be possible to compare: (1) Chil- 
dren who go to work with children who remain in school; 

(2) success and failure in industry with home conditions; 

(3) success and failure in industry with degree of mental 
and physical development; and (1) degree "of mental and 
]>hysical development with home conditions. 



The Vocation Bureau 133 

Such a study will help to lay the foundations for an 
adequate program of vocational service. Meanwhile the 
bureau has incidentally worked out a method of issuing 
working certificates, keeping industrial records, and 
enforcing the child labor laws which is very successful. 
It has also given out each year statistics with regard to the 
number, a^e, school grade, and kind of school of the chil- 
dren entering industry, and the kinds of occupations into 
which they go, as well as the wages paid them in various 
occupations. 

The other phase of the work has consisted of studying 
the occupations open to beginners in industry in the city. 
Although the office has a great deal of general information 
about all the important occupations open to children, the 
only one of which it has made a sufficiently detailed study 
to serve as the basis of a bulletin is the shoe industry. 
This bulletin is about ready for publication. 

Vocational Service in the Schools 

The program of vocational service in the public schools 
of Cincinnati is in the third year of its development. The 
first eff'ort in this direction was to give vocational informa- 
tion to children in the eighth grade, to study their personal 
characteristics, and to counsel with them so as to help 
them select their high school work on the basis of the life 
career motive. The large cosmopolitan high schools offer- 
ing ten courses with possible variations in each have made 
this necessary. 

The purposes of the work in the high school are to 
keep before the student the connection between vocational 
success and school work; to use the various school activi- 
ties as a laboratory by which the student may discover 
himself; to adapt the school work to the vocational needs 
of the student and the community. 

The activities in the high school include careful inquiry 
into the causes of failure of individual students, readjust- 
ment of work to meet individual needs, lectures on voca- 
tional topics and on topics relating to vocational educa- 
tion, the use of vocational topics in connection with the 
English exercises, personal conferences with students as 
to the final selection of a vocation, careful study through 
faculty group meeting of the personal characteristics of 
students. 



134 Additional Activities of Public Schools 

During the present school year ninety elementary 
teachers are meeting voliinlarily once a week for the study 
of vocational service and civics. 

The Vocational Survey 

Another important piece of vocational service has been 
in progress during (h(^ past year througli the co-operation 
of (he ('Jncinnati ('hainher of ('oinmerce with the ])ublic 
schools. At the re(piesl of the Superintendent of Schools 
(hat organizalion undrrlook a vocational survey of the 
leachng iii<hislries of llie city for (he purpose of ohlaining 
informalion on which U) l)ase an extension of industrial 
('(hicalion and in order k) ohiain informalion for purposes 
of vocalional guidance. Although Cincinnaii is a cily of 
varied indnslrics, four industries stand out prominently: 
The iiuMal trades, llu> shoe industry, the sewing trades, and 
the printing industry. Tlu> survey of the printing trades 
was undertaken lirst, and the report of that work is ready 
for |)ul>lication. The lindings of the survey indicate the 
need of co-operative continuation-school work for com- 
positors and pressmen; the prohahU need of a co-opera- 
tive half-tinu^ course for th()S(> trades in the high school; 
and tlu> importance of printing as a manual training sub- 
ject. A survey of the st wing trades in co-operation with 
the National J^ociely for the Promotion of Industrial Edu- 
cation is about to be undirtaken. As a result of these 
investigations Cincinnati looks forward to a substantial 
extcMision in the near future of her system of vocational 
education. 

Vocation Bureau 

The latest development of vocational service in this 
cily is the establishment of "The Vocation Bureau of Cin- 
ciimati," the organization of which is now under way. 
The bureau is to be composed of the Superintendent of 
Schools and eight other members, a|)p()inted by him, rep- 
resenting the schools, emi)l()yers, employees, and general 
civic Ixxhes not i)rimarily concerned either with the 
schools or with industry. 

The laboratory of research, the work certificate otVice 
already described, and the placement oHice which is just 
being established constitute one department of the Voca- 
tion Bureau. This department is still linanced in i)arl by 
the private bureau previously known as the Bureau of 



Ps ychological Clinic 135 

Vocational Guidance, and its director is appointed by that 
bureau and approved by the Board of Education. The 
placement office and the work certificate office are each in 
charge of an Executive Secretary. The Executive Secre- 
tary of the placement office will co-operate directly both 
with the schools and with the employers. Her endeavor 
will be to keep children in school whenever that is pos- 
sible; to find part-time employment for children who 
could then stay in school but not otherwise; to find full- 
time employment for those who must leave school, and 
to follow them up, as far as possible, in their subsequent 
employment. 

The Department of School Activities, a second depart- 
ment of the Vocation Bureau, conducts all vocational 
work which centers within the schools or which is dele- 
gated to it by the Superintendent of Schools. In each 
school a vocational committee of three has been formed to 
consider the vocational problems of children who are 
about to leave school; to make a study of vocations and 
give vocational information to children, and to consider 
the adaptation of the school work to their vocational 
needs. Each local committee co-operates through its 
chairman directly with the Secretary of the placement 
office of the Department of Vocational Service, 

Psychological Clinic of the University of Cincinnati 

The Psychological Clinic of the University of Cincin- 
nati was organized in 1912 by the University professor of 
Psychology in order to meet the growing need of a scien- 
tific method of picking out the children in the normal 
classes who, by reason of mental peculiarity, or mental 
deficiency, are unable to profit by the regular class work. 

There should be in every school system some means 
of selecting and classifying this group of abnormal chil- 
dren. These children are scattered through the grades in 
the classes for normal children, much to tne detriment of 
the latter and with little benefit to themselves. They take 
up by far too much of the teacher's time and are. in any 
case, a hindrance to the regular school work. The im- 
portance of identifying the exceptional child, of determin- 
mg the nature and cause of his trouble, and suggesting 
methods of treatment is apparent. This is the work of the 
Psychological Clinic. 



136 Additional Activities of Public Schools 

The Psychological Clinic of the University is provided 
with all the special equipment necessary to facilitate the 
work of mental diagnosis of children. Children are 
brought to the clinic by principals, teachers, school nurses, 
parents, and physicians. They present a great variety of 
"child problems." In each case the child's school record, 
his home conditions, his developmental history, and the 
hereditary factors involved must be considered. Then the 
mental examination of the child is made, and his intel- 
lectual status determined. The Psychological Clinic com- 
bines the method of the psychological laboratory with the 
practical service of the clinic. While it does not under- 
take treatment, parents, teachers, and others interested in 
the welfare of the child are advised what couse to pursue, 
and through the co-operation of the Supervisor of Special 
Classes and the Chief Medical School Inspector the recom- 
mendations of the clinic are made effective. 

The Psychological Clinic thus serves as a medium for 
transferring the abnormal or misfit child from the regular 
schoolroom to the special classes where his special needs 
are met. Since its opening the Psychological Clinic of the 
University has examined and passed upon 351 school 
cases. 

In connection with the clinic the Department of Psy- 
chology offers a course in the methods and technique of 
testing children. This course is open to students in the 
College for Teachers and to teachers in the public schools. 

Mouth Hygiene 

Dental inspections were begun in 1910, since which 
time they have been regularly held. This work is done by 
volunteers from the Cincinnati Dental Society. One hun- 
dred and eight schools have been visited, with a total of 
51,426 children examined, of whom 43,464 required treat- 
ment. Following these examinations talks are delivered 
to the teachers and pupils instructing them as to proper 
care of the mouth. In addition to this, lectures are deliv- 
ered to mothers' clubs and similar organizations con- 
nected with the school. 

The first dental clinic was established in 1910 by the 
Free Dental Clinic Society, an organization under the 
auspices of the Cincinnati Dental Society. 

The Board of Education allowed the use of a room in 
one of the schools for this initial work. In 1912 the Board 




3 

o 



School Hygiene 139 



of Health allowed its first appropriation for free clinic 
work. At the present time there are four clinics: Guil- 
ford School, two chairs; Sixth District School, one chair; 
Washington School, one chair; and Carthage School, one 
chair. The Board of Health pays the salaries of the em- 
ployees and the Free Clinic Society all other expenses. 
In all probability the city will take over the entire work in 
1916. 

Seven dentists work one-half day for six days a week. 
They are assisted by two women, who also do some edu- 
cational work. The total expense is about $6,500 per year, 
independent of the volunteer effort. 

For two years an "experimental dental class" was 
observed in the Sixth District School. The results achieved 
by this class prove conclusively that mouth hygiene is a 
necessary adjunct to the work of the educator. The schol- 
arship, attendance, behavior, appearance, and general 
results were far better than in a "control class," where 
only ordinary supervision was in force. 

An exhibit of the work can be seen at the Guilford 
School, where detailed information may be obtained from 
those in charge. 

School Hygiene 

School medical examination is under the supervision 
of the Health Department co-operating with the Board of 
Education and is a function of the division of medical 
inspection and relief. The scope of the work has been 
extended until now it includes one hundred and fifteen 
public and parochial schools. 

The medical staff consists of sixteen district physicians, 
fourteen nurses, seven dentists, and two clinic assistants. 
With the exception of four district physicians, who look 
after the physical welfare of the children in the recently 
annexed suburbs, and the dental operators, who work on 
half-day shifts, all employees devote full time to the work. 

Vaccination of school children is compulsory. (Board 
of Health Regulation No. 17.) 

Each medical inspector shall from time to time make 
such examinations of teachers, janitors, and school build- 
ings as the protection of the health of pupils may require. 
(Law of Ohio, Section 7692.) 

Comprehensive and systematic examinations of school 



140 Additional Activities of Public Schools 

children are conducted to determine and correct such 
physical defects as interfere with a child's efficiency in 
school life. 

In a room set apart for this purpose the district physi- 
cian examines the following: (1) Children who have 
been absent from school four consecutive days; (2) Every 
child referred to him for examination and diagnosis by 
the principal, teacher, or nurse. 

The eradication of tuberculosis depends in a large 
measure upon the recognition of incipient and potential 
cases among school children. Hence routine examina- 
tions are undertaken in order to determine the prevalence 
of anaemia and tuberculosis. These examinations begin 
with children entering school for the first time and pro- 
ceed to the higher grades in order. 

During the school term special surveys are made in 
order to determine the number of handicapped children 
attending regular classes in public schools who should be 
taught along special lines that will reduce the effects of 
their handicap and enable the children to become self- 
supporting citizens. 

Examinations are made with reference also to the seat- 
ing of the children and the lighting of classrooms and to 
the cleanliness of schools and all matter affecting the 
health of pupils and teachers. 

In accordance with the laws of Ohio the school physi- 
cians examine all children applying for a work certificate 
in order to determine whether or not the applicant is 
physically fit to be employed in any of the occupations 
permitted by law for boys between 15 and 16 years of age 
and for girls between 16 and 18 years of age. 

The organization of "Little Mothers' Leagues" and the 
classes in home nursing and the care of the sick are under 
the supervision of this department. 

Lectures on personal hygiene, the prevention of tuber- 
culosis and other communicable diseases are given daily 
by a lecturing nurse for the Anti-Tuberculosis League. 

The physical welfare of all children in the open-air 
school is under the supervision of the Department of 
Health. Admissions and discharges are based upon the 
results of physical examination made by the medical 
directors. 

Elementary Hygiene and Home Care of the Sick 

The Nursing Service Committee of the American 



Hygiene and Home Care of Sick 141 

National Red Cross has charge of the organization of 
classes of instruction for women in "Elementary Hygiene 
and Home Care of the Sick." A textbook has been prepared 
by the Chairman and the Vice-Chairman of the National 
Committee, both of whom have served at different times 
as Superintendents of the Nurse Corps, U. S A, 

It is not the purpose of this course to fit women for 
professional service, but to teach them personal and 
household hygiene in order that they may acquire habits 
of right living which will aid in the prevention of sickness 
and in the upbuilding of a strong and vigorous people; and 
to give them simple instruction in the care of the sick in 
their own homes, which will prepare them to render intel- 
ligently such service as may be safely entrusted to them. 

The Chairman of the Executive Committee of the 
American Red Cross says of this course: 

Many of the schools and colleges are introducing these courses 
of instruction. 

To teach the women of the country laws of sanitation, to pre- 
vent the spread of disease, to teach them simple rules for the care 
of sick in their own homes, will do more to lift the veil of ignor- 
ance and save countless thousands from physical suffering and 
those that love them from untold grief and sorrow than anything 
else of which I can think. 

Such instruction no more usurps the training of the profes- 
sional nurse than does the first aid usurp the training of the medi- 
cal man. 

The importance of the standardization of such instruction is 
emphasized by the Red Cross. This can best be accomplished by 
such a standard being set and maintained by the Nursing Com- 
mittee of a great national organization. 

The instruction should be given by women coming up to the 
Red Cross standard and under the supervision of the Nursing 
Committee. 

By the introduction of such courses into our higher schools 
and colleges there is a strong probability that interest will be 
aroused among a fine class of young women that will lead a num- 
ber of them to enter regular training schools for nurses. Super- 
intendents of these schools and others interested in the training 
of nurses are desirous of bringing into the profession well-edu- 
cated women and recognize the advantages of higher educational 
standards as requirements for admission, and whatever may help 
to do this will be most heartily welcomed. 

Classes have been organized in the Woodward High 
School by the Board of Health, with the approval of the 
Board of Education, and are under the supervision of the 
Nursing Service Committee of the local chapter of the 
American Red Cross. The instructor is a regularly en- 
rolled Red Cross nurse — also a registered nurse — appoint- 



142 Additional Activities of Public Schools 



cd by the chapter and approved by the National Nursing 
Service Committee of the American Red Cross. Many 
graduates of the high schools enrolled during the past 
year in the School of Nursing and Health now being estab- 
lished in the new General Hospital, in which courses of 
instruction are given by professors in the Ohio-Miami 
Medical College of the University of Cincinnati, all affili- 
ated municipal institutions. 

School Work of the Anti-Tuberculosis League 

If every citizen had an elementary knowledge of the 
causes of disease and the methods of prevention, and an 
understanding of the importance of sanitation and per- 
sonal hygiene, our public health problems would be half 
solved, and our abnormal American death rates would be 
greatly reduced. 

Starting with this almost axiomatic principle, the Cin- 
cinnati Anti-Tuberculosis League has for five years been 
developing a system of lectures to school children by a 
whole-time trained nurse. The league has great faith tnat 
it is thus laying the foundation for a citizenship that not 
only will believe in and practice personal and home hy- 
giene and sanitation, but also will appreciate and insist 
upon adequate measures for the conservation of the pub- 
lic health. 

These lectures must be clear, simple and direct, prac- 
tical, appealing to the interest and imagination of the 
children, and impressing themselves upon the memory. 

Simplicity is a difficult art and can be perfected only 
by practice and by a thoroughly sympathetic understand- 
ing of the children. 

The nurse's talks are made as practical and as directly 
applicable to the daily life of the children as possible. 
The lessons arc graded according to the ages of the pupils, 
from the kindergarten to the high school. They are abun- 
dantly illustrated, and concrete anecdotes and examples 
are given, showing the advantages of fresh air, sunshine, 
good food, recreation and rest, of mouth hygiene and 
proper care of the body, and also the objections to ex- 
pectoration and to other unsanitary practices, to careless 
placing of pencils and other objects in the mouth. The 
influence of the children's lessons in cleanliness and prac- 
tical sanitation is remarkable for effect upon the homes. 




to 

"o 
o 






Little Mothers' Leagues 145 

The interest of the children is aroused in many ways. 
Their own ideas are brought out by questions which they 
ask and which are asked of them. The simple theories 
taught are illustrated by similies from every-day life, and 
the children become eager to apply conclusfons directly to 
home conditions. The happiness that comes from health 
is drawn in bright colors. A cheerful and hopeful outlook 
upon the problems of health is encouraged. 

Because these lessons are of little value if not remem- 
bered, the children are asked one year concerning what 
they have learned the year before. Their memory, as well 
as their originality, is stimulated by the writing of com- 
positions. They follow the connecting lectures from one 
grade to another, and health literature of various kinds 
is distributed to them so that they may carry the lessons 
learned directly into the homes. 

In 1914, 46,983 pupils were reached by these lectures in 
the public and parochial schools. 
Little Mothers* Leagues 

Under the auspices of the Health Department, the Anti- 
Tuberculosis League's lecturer in 1914 organized in the 
public schools fifteen Little Mothers' Leagues, with a total 
attendance of 1,100 girls from the higher grades. These 
might be termed classes in applied hygiene, with especial 
reference to the care of the babies and training for 
motherhood. 

The outstanding feature of this work was the eager- 
ness of the children to learn and to apply their lessons. 
They followed the lessons closely and kept notes. The 
classes were democratic and self-governed, under the 
wholesome supervision of the nurse-teacher 

The nurse made a study of the methods used in New 
York and Chicago for similar little mother's leagues, and 
with an excellent curriculum worked out by the Health 
Department, was able to make the course of about six 
weeks both attractive and practical. Several lessons in 
applied sanitation in the house were followed by a well- 
developed course on the care of the baby from birth. 
Practical demonstrations of methods were given by means 
of a "model" baby. Patterns for different kinds of baby 
clothes were supplied. The ^irls made the garments, some 
of which they used for their own little brothers or sis- 
ters; others being given to the milk-station nurses for 
distribution. 



146 Additional Activities of Public Schools 

One practical result noted during the summer months, 
was the added interest in the health department's milk 
stations, and the more intelligent use of them. 

Bureau of Child Welfare 

Cincinnati is particularly fortunate in having a citizen- 
ship alive to the needs of a growing and progressive city. 
The latest demonstration of this fact is seen in the pro- 
posal of a well-known physician, submitted respectively 
to the Board of Health and the Board of Education and 
heartily approved by both Boards, that a Bureau of Child 
Welfare be established as a municipal undertaking. 

The function of this Bureau is the examination of all 
children under school age; its object is to correct condi- 
tions handicapping children before thcj'^ enter school. 
This is to be accomplished through application of a broad 
progi'am embracing preventive medicine, social service, 
and correction through records of sociological data. 

Three physicians have volunteered to start the move- 
ment. The plan of work is to advertise the Bureau 
through the various clubs in the school house. Mothers 
are to be encouraged to bring their children on certain 
afternoons to the school when a careful examination will 
be made. Becords arc to be kept and filed in the Health 
Office. Medical treatment will not be offered. When 
pathological conditions are found the patients are to be 
sent to the family physician. If they are unable to pay 
for medical service they may be directed to the recog- 
nized hospitals, clinics, and dispensaries. 

Through the Bureau of Child Welfare the Board of 
Education is co-operating under the supervision of the 
Director of Social Centers with the Board of Health in a 
splendid municipal movement that promises to raise the 
physical standards of the school children and, through 
this, to produce better educational results. 



VIII 

OTHER EDUCATIONAL INSTITUTIONS 

AND AGENCIES 



VIII 

OTHER EDUCATIONAL INSTITUTIONS 

AND AGENCIES 

Catholic Schools in Cincinnati and Suburbs 

I. Parochial Schools 

The parochial schools endeavor to give the children a 
good common school education, with especial attention to 
reading, writing, arithmetic, and grammar. In addition 
to this, they give a course in religious instruction. Aside 
from the moral value of this training, it is the common 
opinion of Catholic educators that as a means of develop- 
ing the intellectual powers, the study of catechism ranks 
high. The grades in the parochial school are, ordinarily, 
eight. Five or six schools have kindergartens, and one, 
the St. Xavier School, a day nursery. A few schools, 
among them the Cathedral, St. Mary's of Hyde Park, and 
St. Lawrence, have a full high-school course. Others, St. 
Xavier's and St. George's, have instituted two-year busi- 
ness courses, the intent being to hold, as long as possible, 
those children of the eighth grade who cannot see their 
way to a high-school training. 

Number of schools in city limits 51 

Number of schools in suburbs 19 

Total number 70 

Number of teachers in city limits 413 

Number of teachers in suburbs 81 

Total number 494 

Number of pupils in city schools 15,904 

Number of pupils in suburbs 3,203 

Total number 19,107 

II. Orphanages and Industrial Schools 

Two orphan asylums — one for German Catholics — 
take care of nearly all Catholic orphans of Cincinnati. 

149 



150 Other Educational Institutions 

The, work ol" Ihcso two inslilutions is supplamonlcd by 
"The Boys' I Ionic of C.inciiiiiali," "Si. Vincenl Homo for 
lioys," ;ii)(l tli(; "Protectory lor lioys," and hy the (lood 
Shepherd ('on vents on Price Hill and at Cartilage. De- 
lincpient children are cared lor in several of tiiesi; insti- 
tutions. 

Niiinhcr of scliools for boys 5 

Niimhcr of schools for f^irls 5 

Tolal miinl)cr 10 

Niinil)cr of pin)ils in orplijinagcs for l)oys.... G09 
Nimihcr of pupils in oi|)li:iniiH('s lor f^irls. . . . 583 

'I'olal number 1,192 

III. Spkcial Schools 

School for Colored Children 

Nnnibcr of IcacluTs 4 

Number of pupils 72 

School for the Deaf and Dumb 

"The Sislers of Notre Dame on East Sixth Street have 
a school for deaf mules. A hoarding school has recently 
been established on West l*\)urth Street. 

IV. Skconoahy Schools* 

Number of ncadenues for girls 10 

Number of aea<lemies for boys 7 

'I'olal numl)er 17 

Number of pupils in (girls' academies 1,222 

Number of |)upils in boys' academies 040 

Tolal munber 1,802 

V. Schools ioh IIichlr Education 

or llie Catholic colleges, as also of the high schools, it 
may be said that they lay special emphasis on the intel- 
lectual culture derived from serious study of the Latin 
and (Ireek classics. They also pay much attention to the 

•The CollrRrs ooiilnii) st-romlary sihool dopartnu-iits. 



Catholic Schools 151 



writing and speaking of F^nglish, basing their work largely 
on the models afforded them by the classics. 

Theological seminaries 1 

Colleges 3 

Monastic schools 3 

Total ninnl)er of teachers 60 

Total number of pupils 260 

VI. Education and Training of Ti:Acin:RS 

The teachers of Catholic schools of Cincinnati are, for 
the most part, religious, and represent the following 
teaching orders: 

Franciscans (men and women), Sisters of the Blessed Sacra- 
ment, Precious lilood (men and women), Sisters of the Good 
Shepherd, Society of Jesus, Brothers of Mary, Passionists (men), 
Ursulines, Ladies of the Sacred Heart, Sisters of Charity, Sisters 
of Mercy, Notre Dame Sisters. 

In accordance with the requirements of the Diocesan 
School Board, every teacher before entering upon his du- 
ties must qualify by a normal course and a successful 
examination. For a certain number of years — differing 
in number in the various religious communities — these 
qualified teachers must continue their studies. Provision 
is made for their doing this in normal schools, and sum- 
mer institutes conducted annually. Many also attend 
summer schools connected with the Catholic University 
of Washington, and with other Catholic colleges. Each 
year a priest of the Diocese takes a special course in peda- 
gogy at the Catholic University in Washington. 

VII. School Administration 

The superintendence of the Catholic schools of this 
city is, at present and provisionally, in the hands of the 
pastors of the cliurches with which the various schools 
are connected. The more general regulations of elemen- 
tary education are undertaken by a School Board ap- 
pointed by the Archbisho|) of tlie Diocese. Special schools, 
together with secondary schools for both boys and girls, 
are under the superintendence of various religious orders 
and congregations. The superintendence of higher edu- 
cation is similarly placed, and that of the Theological Sem- 
inary is under the supervision of the Archbishop of tlie 
Diocese. 



152 Other Educational Institutions 

Private Schools 

Tn Ihc ('(liicntional facilities of Cincinnati arc included 
a number of private schools, some of which arc of a high 
order of merit. A few of these schools are linked up with 
the public school system by offering courses valuable to 
teacliers in service. When such courses meet the approval 
of the Dean of the College for Teachers of the University 
of Cincinnati, the Su|)erintendent of Schools oflicially rec- 
ognizes them as "credit courses for teachers," so that the 
schools conchicting such courses become to this extent 
formally alliliated with the public schools. On the other 
hand, even the schools that are wholly private, liaving no 
connection whatever with the j)ublic school system, fre- 
quently perform a variety of public service by offering 
certain education facilities that the public schools are not 
prepared to oiler. 

()f the j)rivate schools of secondary grade, doing col- 
lege i)reparatory work, the following seven are on the 
"accredited list" of the University of Cincinnati: the 
Bartholomew-Clifton School, the College Preparatory 
School for ( I iris, the Franklin School, the Mt. St. Joseph 
on the Ohio Academy, the Oakhurst Collegiate School, 
the Ohio Military Institute, the University School. 

Ohio Mechanics Institute 

The Ohio Mechanics Institute is located at the corner 
of Walnut Street and the Canal. It was chartered in 1829. 
Its purpose as stated in the charter is to advance "the 
best interests of the mechanics, manufacturers, and arti- 
sans by the more general dilfusion of useful knowledge in 
those nnportant classes of the community." 

The building at Sixth and Vine Streets was the home 
of the Institute for more than sixty years, the corner stone 
having been laid on July 4, 1818, by the citizens of Cincin- 
nati under the leadership of Miles Creenwood, and the 
historic landmark is now known as the Miles Greenwood 
Building. 

The present building site is where Mr. Greenwood had 
carried on his extensive business, and was acquired by 
the trustees in 1905. The building is the generous gift of 
Mrs. Mary M. Emery, provided by her as a memorial to 
her husband, Mr. Thomas J. Emery, and has been occupied 
since the beginning of the school year 1911-1912. 



Kindergarten Training School 153 



Four distinct departments have been created, which 
are under the complete supervision and control of the 
president. 

The four departments are: 

1. The Institute of Applied Arts. 

2. The Timothy C. Day Technical Library. 

3. The Emery Auditorium. 

4. The Industrial Museum. 

The Institute of Applied Arts consists of the following 
schools : 

The School of Mechanics and Electricity. 

The School of Architecture. 

The School of Industrial Art and Design. 

The School of Chemistry. 

The School of Lithography. 

The School of Household Arts and Science. 

The School of Special Trades. 

The Evening School. 

o 

Cincinnati Kindergarten Training School 

The Cincinnati Kindergarten Association, organized in 
1879, established a Training School in 1880 and was in- 
corporated in 1894 for the purpose of "organizing and su- 
pervising kindergartens and to carry on a Training School 
for Kindergartners." It has maintained a continuous 
existence ever since. 

In 1905 an affiliation was made with the University 
and the public schools of Cincinnati, thus securing the 
educational opportunities of a large university and the 
practice field of the public school kindergartens, while 
retaining in a measure the freedom, the ideals, and the 
social advantages of a private training school as well as the 
interest and the assistance of a large number of prominent 
citizens, who are thus kept in close touch with the city's 
educational sj^stem. 

This is a unique and interesting example of Cincin- 
nati's educational co-operation. 

There are now in affiliation seven kindergartens con- 
nected with philanthropic institutions, four private, one 
supported by the Lockland, four by the Norwood, and 
two by the St. Bernard Boards of Education, and fifty-five 
by the Cincinnati Board of Education. 



154 Other Educational Institutions 

The entrance requirements for the training school are 
the same as for the university. The course of study, two 
years in length, is under the supervision of the Dean of 
College for Teachers, the Superintendent of Public 
Schools, and the Principal of the Training School, and 
when taken by a university student in her junior and 
senior years leads to a degree as well as to a diploma. 

Affiliation with the Kindergarten Association keeps the 
same general standard of excellence in all of the kinder- 
gartens of Cincinnati and vicinity. As adjacent territory 
IS annexed, kindergartens are gradually transferred to 
the supervision and the support of the Cincinnati Board 
of Education. 

General Association of Mothers* Clubs 

The Cincinnati Kindergarten Association organized the 
first Mothers' Club in 1889 as a self-governing, indepen- 
dent association of women, affiliated with the kinder- 
garten in which it was organized and under the direction 
of officers elected by its own membership. 

Previous to that time, mothers' meetings, study classes, 
conferences, and gatherings of different kinds had been 
held in the kindergartens under the direction of the kin- 
dergarlner or a leader appointed by the Association. 

When the experiment proved successful, the organiza- 
tion of a mothers' club in connection with each kinder- 
garten became a recognized responsibility of each kin- 
dergartner; and a short course on the organization and 
conduct of mother's clubs was added to the training 
school course of study. 

A regular monthly meeting \vas arranged for each 
club and the meetings were grouped on Thursday after- 
noons. No training classes were held on that afternoon, 
so that students might familiarize themselves with moth- 
ers' club work. 

The Cincinnati Kindergarten Association formed a 
General Association of Kindergarten Mothers' Clubs in 
1896. Time was also arranged for the kindergartner to 
add home-visiting to her other duties, through which ex- 
perience the kindergartner has become one of the most 
valued social workers in the community. 

As children entered higher grades, some Kindergarten 
Mothers' Clubs merged into School Mothers' Clubs; and it 
was finally decided to omit the word kindergarten and 



Colored Industria l School 155 

enlarge the scope of the General Association by admitting 
clubs of a more general character. 

There are now eighth-three clubs enrolled in the Gen- 
eral Association, of which fifty-seven, including the Oral 
School Club, are connected with the Cincinnati public 
schools, fifteen with churches, settlements and Improve- 
ment Associations, and eleven with public schools in each 
of the following Ohio towns in the vicinity of Cincinnati: 
Deer Park, Elmwood, Loveland, Lockland, Madeira, Mt. 
Healthy, Newton, Plainville and St. Bernard, and New- 
port, Kentucky. 

Conferences of officers and delegates are held from 
time to time, at which matters of interest are presented 
to be afterwards brought before the regular meetings of 
the clubs for discussion and action. 

The following is quoted from the address of the retir- 
ing President at the annual meeting in May, 1914: 

The Association continues to attract attention throughout 
the city, whether it be the City Hall, Court House, Chamber of 
Commerce, Business Men's Club, Board of Education, Board of 
Park Commissioners, Playground Committee, Woman's Club, Vis- 
iting Nurse Association, or Anti-Tuberculosis League. Wherever 
there is a body of people trying to solve important problems and 
work out plans, the opinion and co-operation of the Mothers' Clubs 
are solicited. This is due probably to the fact that the member- 
ship is made up of women from all neighborhoods of the city, 
thus affording a concensus of opinion, and a fund of experience 
that is wide, deep and varied. Therefrom is furnished a basis 
from which we can wisely help interpret the life of our city, and 
render valuable aid in the solution of many of her problems. 
The Superintendent of Schools has said that "The General Asso- 
ciation of Mothers' Clubs is one of Cincinnati's most valuable 
assets." 

Colored Industrial School of Cincinnati 

This school was established under the bequest of Mrs. 
Sallie J. McCall, who left the bulk of her large fortune to 
found an industrial school for the benefit of the colored 
people of Cincinnati, without regard to age or sex and 
without charge for tuition. Classes were organized in 
the fall of 1914, in a school building at 724 West Sixth 
Street, which has been remodeled and equipped in the 
most modern way for the purpose. Courses are open to 
all colored residents of Cincinnati above the age of four- 
teen years who have completed the fiifth school grade or 
its equivalent. It is expected that all trades suitable for 
such boys and girls will be taught in this school. 



156 Other Educational Institutions 

Courses offered at the present time for men and boys 
are automobiling, brick laying, carpentry, cement work, 
and plastering; for women and girls, domestic science 
(including cooking, catering, serving, home sanitation, 
housekeeping, etc.), and domestic art (including plain 
sewing, millinery, and dressmaking). 

Educational Work of the Cincinnati Y. M. C. A. 

The educational work of the Young Men's Christian 
Association of Cincinnati consists of night and day classes, 
educational clubs, and practical talks. 

The school work divides itself into four groups: The 
Humanitarian, Cultural, Bread Winning, and Professional 
or Highly Specialized. 

(1) The Humanitarian group includes classes for employed 
boys in the common branches, Bookkeeping, Drawing, English for 
Foreigners, Eugenics, and First Aid to the Injured. 

(2) The Cultural group includes the "making-up-deficiencies" 
studies, such as Arithmetic, Business English, Spelling, Composi- 
tion and Rhetoric, Latin, French, German, Commercial Law, 
Commercial Geography, History and Public Speaking. 

(3) The Bread-Winning group includes such subjects as 
Bookkeeping, Stenography, Typewriting, Show-card Writing, 
Commercial Spanish, Plan Reading and Estimating, Mechanical 
and Architectural Drawing, Chemistry, Physics, Stationary Steam 
Engineering, and the Day School Commercial course. 

(4) The Professional or Highly Specialized group includes 
such courses as the Law School, covering three years, Advertising, 
Salesmanship, Cartooning, Automobile School, and Civil Service. 
These courses appeal to men who desire to prepare for special 
careers in which there is a possibility of more immediate in- 
crease in earning power than in any of the other courses olTered 
by the Association. The cost of these courses is fully met by the 
fees which the students are very willing to pay. 

Among the more notable characteristics of the Y. M. 
C. A. educational work may be mentioned the following: 

1. Emphasis is strongly laid on individual instruction. The 
classes are small, the instructor giving individual attention and 
adapting his instruction to the needs and the deficiencies of the 
student. 

2. The fact that a fee is charged encourages men to higher 
appreciation of the instruction than if it were free. Anxiety to 
get their money's worth is an incentive, and only those enter who 
have a serious purpose. 

3. For the past two years the enrollment in the day and 
evening classes has been between 980 and 1,101 students per year. 

4. Special effort is made to socialize the educational work 
by social events and entertainments for the students. They are 



Eclectic Medical College 157 

also encouraged to take advantage of the classes in physical edu- 
cation. Every member of the Day School is required to spend 
three periods per week in the gymnasium. Weekly convocations 
are held. 

The educational clubs and practical talks serve a 
much larger number than the class work, through Study 
Clubs, the Life Problem Club, the Camera Club, and vari- 
ous boys' clubs. Educational talks in shops and factories, 
trips for men and boys to manufacturing and power plants 
and points of interest, and special educational exhibits, 
indicate something of their scope. 

The educational work of the Association is conducted 
not only in the Central Building, but in rented quarters at 
the Ohio Mechanics' Institute, in one of the city buildings 
at the corner of Canal and Walnut Streets, where the 
automobile school and laboratory work is located in tem- 
porary quarters, through the Elmwood-St. Bernard 
Branch, through the Railroad Department opposite the 
C, H. & D. station, and among colored men in connection 
with the Ninth Street Branch organized a year and a half 
ago. 

Since so large a proportion of the Association's educa- 
tional work is distinctly vocational, an important adjunct 
of this department is the advisory and vocational service, 
through which a bureau for employment is conducted for 
placing those students who complete the courses satis- 
factorily. Many young men are also counseled by this 
department in the choice of careers. 

Thus the work of the Young Men's Christian Associa- 
tion is co-operative rather than competitive. 

The Eclectic Medical CoUege 

The Eclectic Medical College is the oldest and fore- 
most Eclectic medical school in the United States and 
one of the oldest colleges of medicine in the Middle West. 
It originated as the result of a reform medical movement 
inaugurated in New York City by Dr. Wooster Beach in 
1827. Out of this movement grew the Cincinnati school, 
which was chartered in 1845 as the Eclectic Medical 
Institute of Cincinnati. In 1910 a new and handsome 
five-story modern building, fully equipped for an up-to- 
date school, was built at 630 West Sixth Street; and the 
name of the institution was changed to the Eclectic Medi- 
cal College. 



158 Other Educational Institutions 

This school is co-educalional nnd was the first in the 
United States to olTor ((jiial iacililios to men and women. 
It has fully ('(jiiipped lahoratories — chemical, microscopi- 
cal, physiological, pathological, bacteriological, and 
anatomical. Clinics are conducted in every department 
of tfen(>ral medicine and surgery, and in special surgery 
and other sp(>cialilies. The wards of the Seton Hosnital, 
adjoining llie college, are oj)en exclusively to the students, 
and interne service is provided and required. Students 
are also recjuired to attend the clinical lectures and bed- 
side teaching at the new CJncinnati Hospital and at the 
Longvicw Asylum for the Insane. Special instruction in 
matters of public health administration is given under 
the supervision of the C.incinnati Hoard of Health. 

The Ohio College of Dental Surgery 

The Ohio College of Dental Surgery was established 
in Cincimiali in 1845, becoming the first dental school 
west of (he Allegheny Mountains and the second in the 
world. Dentistry as a profession began with the organiza- 
tion of the llrst" Dental College (that at Hallimore), the 
first Dental .lournal, and (irst Dental Society. This school 
became the pioneer of dental education in the West, and 
its establishment represented the birth of the profession 
in this territory. 

Very early ni its history the college was able to erect 
its own buihhng on College Street and the school took its 
place among the important institutions of the city. The 
growth of the school necessitated removal in 1912 to its 
present new property, corner Seventh and Mound Streets. 

In 18()5 the school conferred tlie degree u|)on the first 
woman gradnal(Ml in dentistry, Lucy llobbs Taylor, and 
in 1913, continuing its pioneer work in dental education 
for women, it establislu d the llrst college course for Den- 
tal Nurses. This course com|)lete in one year, (|ualilies 
young wonuMi for |)()siti()ns as jissistants to practicing den- 
tists and it meets a long existing and constantly increas- 
ing demand. 

The clinical teaching and the clinical facilities have 
long been a feature of this school and have given it an 
enviable reputation both at home and abroad. 

In the policy of employnunl of full time teachers, giv- 
ing their time exclusively to teaching, dental education 
has taken precedence of the other professions. This 



Cincinnati Law School 159 

school was one of its first advocates and at the present 
lime in its faculty of fiftc^en teachers, more than one-half 
that numher are full-time instructors. 

The Cincinnati Law School 

The Cincinnati Law School is the oldest law school 
west of the Allegheny Mountains. It was estahlished in 
1833 and has continued an unl)rok(;n existence of more 
than three-ciuarters of a century. 

During this period it has graduated nearly 4,000 men, 
of whom most are now engaged in active practice of law, 
and many are filling high i)ositions in the service of the 
government. The school has throughout its existence 
stood at th(! very forefront of legal education, and lo<lay 
has a faculty, a curriculum, and a method of teaching 
unsur])assed. 

The school owns its building, and is enabled to carrv 
on its exc(dlent work by reason of its endowments, which 
consist of several hun(rr(;d thousand dollars. It is, there- 
fore, not dependent entirely upon tuition fees, but is en- 
abled to turn back to its stud(;nts in value several times 
the amount they pay into the school as tuition. 

Many youn^ men attending the school are able, by in- 
dustrious a[)i)ljcalion, to earn a large part of their (ex- 
penses as (Cincinnati, with its varied industries, presents 
to the earnest young man numerous opportunities for self 
support. While the authorities of the school feed that the 
course should occupy practically all of the slu<l(!nt's ener- 
gies yet those who must earn a j)ortion of their (expenses, 
and are willing to work hard, are (;n(;ouraged to enter. 

In 11)00 this school, with others, founded the Associa- 
tion of American Law Schools, and it has ably su[)i)orted 
the Association in efforts for higher standards of legal 
education. It now maintains a three years' cours(* of 
thirty-four weeks a year, beginning in tne latter part of 
September and extending to .June. The work continues 
through six days in th(e week, the sclnedule consisting of 
forty hours each week for the thre(; classes, besides moot- 
court work, scheduled at three hours per week. 

The determined purpose of th(; school has been to give 
to every student a rigid training in the elements of the 
law, covering the whole field so far as lies within the 
scope and province of a first-class law school. The best 
interest of society and the pnjper maintenance of good 



160 Other luliicdlional Institutions 



govcrninenl deinund that lawyers be well trained, intelli- 
gent, patriotic citizens. 

The (<ouri of Domestic Relations 

'I'lic C.oiirl of Domestic lUlalions of Ilaiiiilton County 
should he of iiilcrcsl lo every educator for tlie reason that 
it was created lor tli(> protection of children and to provide 
and maintain for them proper home conditions and edu- 
cational facilities. 

The Court was established January 1, 1915. Under the 
act crealiufi it, the court has jurisdiction in all cases in- 
volviuf:; the marital relations and the welfare of children. 
That ol" course means divorce and alimony matters and 
the work formerly perfornu-d in the Juvenile (^.ourl. 

It is the |)olicy of the court in all divorce and alimony 
maltei's lo consider the welfare of the children, and some 
original methods are bein^ ap|)lied to work out the knotty 
prol)lems involvi'd. 

Next in importance the court is charj^ed with the duty 
of administering^ the mothirs' pensions. l)urinf» the |)asl 
year the court has distributed approximately -t^M .()()().()() 
to three hundred and sixty njolliers for the beneut of 
eleven hundrid and twenty-live children. The purpose 
of this law is to provide a normal home for |)oor childien 
who mi^ht otherwise be compelled to f^o to Children's 
Homes, or (»ther institutions. With less than a year's ex- 
perience, it has been found that children have not only 
been benelited in this way, but that economically there has 
been a saving to the county. 

The couit also has jurisdiction over deliiu|uent. depen- 
dent, and nef^lected children under eighteen years of a^e. 
It is the object of the court, not so nuich to |)unish the 
children foi" delincpiency, as to search out tlu> cause of 
theii- deliiKpiency and to remove that cause. 

The court also ^ives a great deal of attention to the 
work of com|)ellinj4 fathers to suj|)|)ort their children. 
Throu}j|h methods em|)loyed, approximately ^i 1, ()()().()() was 
secui"e<l fiom fathers for the support of their children 
last year. 

The .luvenile Court idea is still young. The first court 
was established in Chicago in 181M) and the court in Cin- 
cinnati was established in lUOl. However, many of the 
methods of handling juvenile cases are being standard- 
ized. So much goo(l has been accomplished by the Juve- 



Lane Theological Seminary 161 

nile Court that an investigation of its methods will be 
worth the time of any educator. 

Lane Theological Seminarj 

Lane Seminary was chartered by the Ohio Legislature 
in 1829. The General Assembly of the Presbyterian 
Church located the Seminary on Walnut Hills, Cincin- 
nati, after Klniilhnn Kemper had given to tlu; trustees of 
the i)ro|)os('d institution sixty acres, a part of which is 
occu|)ied by the Seminary campus and buildings. 

The Theological Seminary was opened in 18.'i2 with Dr. 
Lyman Heecher as Professor of Theology, and Dr. Thomas 
Biggs as Professor of Church History. The cliarter j)ro- 
vides that all professors, tutors, teachers, and instructors 
shall be members of the Presbyterian Church. It declares 
th(! design of the s(!minary to be "to educate; pious young 
men for the (josj)el ministry." 

Th(! main building contains the chapel, large, well- 
lighted class-rooms, the Trustees' and Faculty room, and 
the rooms for students. The; prof(;ssors' residences are 
within the grounds. 

'J'Ik; library contains a wide range of g<;n(;ral litera- 
ture as well as the standard theological works, and now 
numbers twenty-three thousand volumes. 

Lane Seminary has interesting historic associations. 
Professor Calvin E. Stowe, while serving as Professor of 
Biblical Literature;, was commissioned by the Ohio Legis- 
lature in 1830 to go abroad, at the expense of the Stale, to 
study the schools of Prussia and other Europe;m countries, 
and to submit his observations in tlui form of a rej)ort to 
assist the State in develojjing its system of common 
schools. This report, printed by the State; of Ohio in 18.'{7, 
was reprinted by the; legislatures of Massachusetts and 
New York, and by the Pennsylvania legislature in both 
G(!rman and English. It was the beginning of the; great 
educational movement that Horace Mann and Henry Bar- 
nard carried forward so successfully in New England. 
In an address delivenul before the; Ohio T(;acliers' Asso- 
ciation the next year. Professor Stowe set forth his views 
as to the great necessity for normal schools for the profes- 
sional training of teachers, and the essential features of 
their organization, and this was a year before Cyrus Pierce 
began his work in llu; first Slate Normal School at Lex- 



162 Other Educational Institutions 

ington, Massachusetts. Stowe advocated a three years' 
course, M'ith model schools and practice teaching, as fun- 
damental elements in the success of the undertaking. 
Some four or five years earlier than this he liad estab- 
lished in Cincinnati a "College for Teachers," as it was 
called; but this was more of a Teachers' Institute than a 
professional school. 

At Lane was established the principle of combined 
work and study, whereby, in the early thirties, the stu- 
dents were "required to labor, either on the farm or at 
some mechanical business, three hours a day." 

Again, Catherine Beecher and her sister, Harriet, while 
living at Lane, founded in Cincinnati in 1832, a school for 
tlie higher education of women, some five years before 
Mary Lyon began her work at Mount Holyoke. Few writ- 
ers of the present day have expressed more clearly than 
did Catherine Beecher seventy years ago, the necessity 
for training girls in the household arts. Writing to the 

Graduating class of the West Newton (Mass.) Normal 
chool in 1845 she says : 

"In the next place, I would urge that you train all the pupils 
of your own sex to a high respect for domestic duties, and a gen- 
erous ambition to be fully tiualifled for them For 

the grand aim of all intellectual training is, to fit us to appreci- 
ate proi)erly, and to perform aright, the appropriate duties of 
our station; and where this is not attained, the training is a 
failure. To sew neatly, to cut and lit garments expertly, to make 
a bed properly, to set a table tastefully, to arrange and keep a 
room in proper order, and to be helpful and expert in all kitchen 
duties, should be set forth by every teacher of female schools, as 
indispensable portions of a young girl's education." 

Hebrew Union College 

This college is located on Clifton Avenue, north of the 
University of Cincinnati. 

It is the fruition of the efforts of the late Rabbi Isaac 
M. Wise. It was formally opened in October, 1875. The 
teaching staff consisted of Doctor Wise and Solomon Ep- 
pinger. The staff now consists of eight professors and 
several special instructors and assistants. 

The course covers nine years, of which the first eight 
are usually coincident with the four years spent in one of 
the high schools and the four years spent at the University 
of Cincinnati. Advanced study may lead to the degree 
of Doctor of Divinity. 



College of Music 163 



The Administration Building contains twelve class- 
rooms, president's office, faculty room, a board room 
seating twenty-five, students' assemblv room, and an au- 
ditorium with a seatino capacity of 355. The library 
accommodates 50,000 volumes. 

The purpose of the school is to provide Jewish congre- 
gations of America with American-born and American- 
bred rabbis. 

The College of Music 

From the College of Music of Cincinnati, founded 
October 14, 1878, emanate influences which, for the last 
thirty-six years, have helped to form and sustain the musi- 
cal organizations and the musical art of Cincinnati. The 
college is an eleemosynary institution, handsomely en- 
dowed by Mr. Reuben R. Springer and a number of be- 
nevolent citizens of Cincinnati. 

From its very inception it has been the object of the 
College of Music to educate the student upon a well-regu- 
lated and scientific plan of instruction. In addition to 
various courses of musical instruction the college now 
undertakes the training of supervisors of public school 
music, the practical traming of piano teachers, and oper- 
atic repertoire. 

The first musical director of the College of Music was 
the late Theodore Thomas, who was also for many years 
director of the famous Cincinnati May Music Festivals. 
In proffering Mr. Thomas the position, the founders of the 
institution stated its purposes as follows: 

"It is proposed to establish an institution of musical educa- 
tion upon the scale of the most important of those of a similar 
character in Europe; to employ the highest class of professors, 
to organize a full orchestra with a school for orchestra and 
chorus, and to give concerts." 

In accepting the position, Mr. Thomas replied: 

"This project is a step in the right direction and Cincinnati 

is the place to begin The formation of a college 

such as you propose realizes one of my most cherished hopes and 
I shall work hard to make it superior in all branches of musical 
education." 

That these noble aims have been fulfilled to an emi- 
nent degree is manifested in the crescendo of artistic 
success which the institution continues to enjoy. 



164 Other Educ ational Institutions 

The Conservatory of Music 

The Conservatory of Music has for many years been 
in close co-operation with the public schools of the city 
by granting requests for musical programmes for special 
occasions in kindergartens, day and night schools, vaca- 
tion schools, Mothers' meetings and social centers. The 
Conservatory always gives of its very best, believing that 
music should be an integral part in every student's edu- 
cation and that there should be abundant opportunity for 
hearing the best and greatest musical works. 

The Conservatory, now in its forty-eighth year, has 
been carrying on its work steadily and persistently, con- 
fidently looking forward to the tune when the language 
of the great Symphonists will be as intelligible to the 
general public as is that of the great dramatists. Its 
doors have always been thrown open to the public whether 
the event be a concert by one of the famous virtuosi of 
the faculty, by the Conservatory orchestra, or by talented 
students of the institution. That there is an intense de- 
sire for good music by the general public is proved by the 
large audiences attending these concerts. 

In the summer of 1914 five new scholarships were es- 
tablished at the Conservatory for local high school talent. 
Four of the scholarships vv^ere awarded upon the recom- 
mendation of the Supervisor of Music in the Public 
Schools. The interest and progress of the students thus 
honored were highly satisfactory. 

The new departure of giving the Conservatory Orches- 
tra Concerts under direction of Signor Pier Adolfo Tirin- 
delli in Hughes High School Auditorium is significant as 
the public may thus have the privilege of hearing, free of 
charge, a large orchestra in a symphonic programme, the 
audiences being limited only by the capacity of the hall. 

The Cincinnati Music Festivals 

Grove's Dictionary of Music and Musicians, the stand- 
ard English and American authority, says, referring to 
these Festivals : "The most notable of the regular recur- 
ring musical meetings in the United States are those held 
biennially in Cincinnati, Ohio. * * * * They have, 
beyond question, exerted a more powerful influence for 
musical culture than any institution of their kind." 



Cincinnati Music Festivals 165 

The declared purpose of the Cincinnati Musical Fes- 
tival Association is the production of the great choral 
masterpieces of the world's music under the most favor- 
able auspices, with accessories suitable to their dignity 
and importance. With this high standard in view, the 
Association has constantly sought to improve the quality 
of the chorus, which is the basis of the Festivals, and has 
uniformly employed the best orchestra and soloists ob- 
tainable. The Theodore Thomas (Chicago Symphony) 
Orchestra has been used in all Festivals excepting in 1906 
and 1914, when the Cincinnati Symphony Orchestra 
replaced it. The soloists enlisted have been the most 
eminent singers of two continents; on many occasions 
notable European artists have been first introduced to 
American audiences at the Cincinnati Festivals. 

The first Festival was held in 1873; its success sug- 
gested a second in 1875, and since that time they have 
recurred biennially, the Festival of 1914 being the twenty- 
first of the series. 

The basis of the organization, as already stated, is the 
chorus, which now numbers 350 singers. Any persons pos- 
sessing good and musically true voices, and with some 
facility in reading music, are eligible; but all applicants 
are examined by the chorus master. As a result of this 
policy, and of the patriotic interest in the organization by 
citizens generally, the quality and consequent effective- 
ness of the chorus have constantly improved. An exam- 
ination of the rolls of the chorus will discover hundreds 
of names of the most prominent and distinguished men 
and women of the city, all of whom feel a personal pride 
in the part they have taken in these great concerts. 

During recent years, a body of children from the pub- 
lic schools — from 300 to 1,000 singers — have taken part 
in the Festivals with distinct credit to themselves and to 
their instructors. The Superintendent of Schools has 
especially recognized the high value to the children of 
the training involved in their participation in the Festival 
work, and has commended their performance in his offi- 
cial annual reports. 

The Festival Association is a corporation "not for 
profit" under the Ohio law. Its By-Laws provide for one 
hundred "stockholders," each holding one share of stock. 
Stockholders have the privilege of paying ten dollars 
each annually toward the expense of maintaining the 



166 Other Educationa l Institutions 

chorus, and of voting for election, from their number, of 
nine Trustees or Directors, who conduct the business of 
the Association, The list of stockholders is a Roll of 
Honor; few resignations from it have ever been received. 
Vacancies caused by death are filled by election by the 
Directors, 

The Festivals cost in the neighborhood of $45,000 to 
$50,000 each. They have always been self-supporting and 
have even permitted the accumulation of a modest re- 
serve fund which has been increased by several endow- 
ments from generous friends. The patronage and support 
of citizens of Cincinnati and of thousands of music lovers 
elsewhere, and the treatment of the Festivals by the news- 
paper press, have been liberal, enthusiastic, and continu- 
ous. Without the generous, patriotic spirit thus mani- 
fested, it would be impossible to maintain them. 

The Cincinnati Symphony Orchestra 

In 1872 a few public-spirited music-loving women con- 
ceived the idea of establishing in Cincinnati a symphony 
orchestra on a permanent basis through public subscrip- 
tion, Cincinnati had long enjoyed a reputation as a musi- 
cal city and had attracted from the old world some fine 
musicians. From their ranks a Philharmonic Orchestra 
was formed in 1872, which was the pioneer symphony 
orchestra of the West, Concerts were given by this and 
other musical organizations, which stimulated a desire 
for a permanent Cincinnati orchestra. 

Finally a plan, originating in the Ladies' Musical Club, 
was definitely outlined; and, as a result of the enthusi- 
asm and enterprise of this club, the Cincinnati Orchestra 
Association Company was formed in the spring of 1894, 
with a Board of fifteen women in control and Mrs. Wil- 
liam H. Taft as President. An appeal was sent out to "all 
patriotic citizens" asking for financial assistance for the 
enterprise; and in a few weeks a sufficient sum was 
raised or guaranteed to make it possible to begin in a 
modest but adequate way. It was distinctly a woman's 
movement. 

The first season of the Cincinnati Orchestra was opened 
in 1894 in Pike's Opera House with an orchestra of some- 
thing over fifty men. Nine concerts were given in three 
series of three concerts each with three different con- 



Cincinnati Symphony Orchestra 167 



ductors, Anton Seidl, Frank Van der Stucken, and Henry 
Schradieck. This venture was so well received that the 
following season Mr. Van der Stucken was engaged as 
sole conductor and ten pairs of concerts on Friday after- 
noons and Saturday evenings were given. 

In 1896 the orchestra was increased to seventy men. 
Pike's Opera House being no longer available, the con- 
certs were transferred to Music Hall, where they were 
given until the winter of 1911. About this time Mrs. 
Thomas J. Emery had constructed a building for the Ohio 
Mechanics Institute, and the auditorium was so designed 
as to make it adaptable to the purposes of the Orchestra ; 
and, in this beautiful auditorium the concerts have since 
been given. 

Mr. Van der Stucken retired in 1908 and was suc- 
ceeded by Mr. Leopold Stokowski. In 1912, Dr. Ernst 
Kunwald, Associate Director of the Berlin Philharmonic 
Orchestra, was secured. With an enlarged orchestra he 
is perfecting a great institution for the interpretation of 
the highest forms of music. 

It is an unfortunate phase of Anglo-American culture 
that music and the drama are classified by the majority of 
the public under the heading of amusements. High schools 
and universities are well stocked with libraries; museums, 
with paintings and sculptures. As museums of art afford 
opportunities of studying and enjoying the great sculp- 
tures and paintings, so do our orchestras make clear to us 
the best there is in music. Any one with this idea in 
mind will see their importance and will do whatever lies 
in his power to further their advancement. In Cincin- 
nati there has been developed an orchestra that ranks 
among the first in the country, with a leader of great 
interpretative power. 

When Theodore Thomas was invited in 1878 to Cin- 
cinnati to take charge of the College of Music, and indeed 
of musical matters in the city generally, he dwelt upon the 
necessity of establishing a permanent symphony orches- 
tra. He believed that to be necessary to the musical edu- 
cation of the city; but this feature required large financial 
support, which at that time was not forth coming. It was 
left for the women of the city to accomplish sixteen years 
later, what the men in 1878 failed to do for Mr. Thomas. 



168 Other Educational Institutions 

The Schmidlapp Bureau 

The Schmidlapp Bureau for Women and Girls was 
founded in 1908, by Mr. Jacob G. Schmidlapp, as a mem- 
orial to his daughter, Charlotte R. Schmidlapp. In his 
original statement to the committee in charge of the dis- 
tribution of the income, Mr. Schmidlapp wrote: 

It is to be used in attempts to ennoble, to uplift, and to 
strengthen the lives of young women who are compelled to be 
self-supporting. No more serious problem confronts us than that 
of the young woman who must be a wage-earner for a period of 
years, and who then, we hope, will become a home-maker. The 
monotonous methods of industrial work as now conducted seem 
to militate against the efficiency of the woman in her domestic 
relations; and under the pressure of competition, the employer 
of today generally overlooks the fact that the girls in his employ 
are to be the mothers of the future citizens of this country. 

To carry out the beneficent intentions of the founder, 
the education, placement, and vocational guidance of 
girls constitute the three-fold purpose of the Schmidlapp 
Bureau. An educational fund for girls, between the ages 
of 14 and 25 years, who are residents of Hamilton County, 
is offered as a loan without interest; and thus far one 
hundred and thirty girls have been assisted. In the selec- 
tion of every beneficiary, health, high ambition, earnest- 
ness of purpose, talent or at least adaptability for the 
work desired, are essential qualifications. 

The second line of service is the placement depart- 
ment for women not qualified for definite financial assist- 
ance. The scope of the work here undertaken has been 
restricted to the industrial field, in which the aim is to 
fit the right girl into the right place, rather than to make 
many placements irrespective of individual traits and spe- 
cial conditions. To carry out such a policy, however, a 
great deal of individual attention and follow-up investi- 
gation is necessary. 

The third social contribution of the Schmidlapp Fund 
is the partial support given to the Bureau of Vocational 
Service that has been established in the public school sys- 
tem. (See section on The Vocation Bureau.) 

The face value of the securities of the Charlotte R. 
Schmidlapp Fund at the date they were turned over to 
the trustee was $250,000; but since then Mr. Schmidlapp 
has made additions to the Trust. Each beneficiary signs 
a pledge reading: 

As soon after completing my studies as I can do so without 
depriving myself or those dependent upon me of the reasonable 



Public Library 169 



comforts of life, I promise to pay the amount advanced to me to 
assist me in my education, assuming, however, no legal obligation 
hereunder, but desiring, if I am able, to assist in giving to others 
the same benefits that I have myself enjoyed. 

The Public Library 

The Public Library of Cincinnati serves not only the 
city but all of Hamilton County through its main library 
and its sj^stem of branches, deposit stations, school, travel- 
ing, home, and playground libraries. The main library is 
located so close to the heart of the city that it is used by 
many busy people, as the crowded noon hour shows. 

Nine branch libraries are housed in separate library 
buildings, large enough to include auditoriums equipned 
for stereopticon use and smaller club rooms. Thirteen 
smaller branches are located in rented store rooms, in 
school houses, town halls, or club buildings. They all 
have permanent book collections, supplemented by de- 
livery service from the main library and a system of loans 
which keeps the smaller branches up-to-date and masses 
books on one subject where they are most needed. Twen- 
ty-two deposit stations, collections of several hundred 
volumes, are placed in drug stores, village post oflfices, 
or general stores. Readers draw directly from the de- 
posit collection or order special books from the main 
library. Traveling libraries, smaller collections without 
delivery service, are used for inaccessible spots in the 
county and for settlements, factories, telephone exchanges, 
and other institutions in the city. 

Work with children and with the schools forms a spe- 
cial department of the library and is carried on, in the 
main library and large branches, in separate children's 
rooms. The books in these rooms are carefully selected 
and librarians trained for special work with children are 
placed in charge. In the smaller branches one corner of 
the library room is set apart for the children and, where 
there is only one librarian in charge, the children's work 
forms a part of her duty. Good books are brought to the 
attention of children by means of exhibits, pictures, bulle- 
tins, bookmarks, reading lists, and through the Story 
Hour, the children's clubs, and the illustrated talks. In- 
struction in the use of the library is offered to all schools, 
the teachers bringing their classes to the library that actual 
practice may follow the talks. Other agencies for chil- 
dren's work are the Home Libraries, conducted by volun- 



170 Other Educational Institutions 

loors undor library supervision, the Playground Libraries, 
during the summer monlhs, and the School-Deposit or 
('lass-Hoom Libraries. The laller are given any teacher 
at a dislance from a library building for circulation among 
Ihe pupils. They do not contain suppl(>mentai'y text- 
books but are intended to supj)ly the "culture reading" of 
the child. 

The teachers' room at the main library contains books 
on |)e<Iagogy, sample readers and text-books, courses of 
study from other cities, a model set of children's books 
arranged by grades, and bibliographies of children's lit- 
eratur(\ Teachers are given, in addition to the regular 
r(>ader's card, a s|)ecial teaclu is' card, permitting them to 
take out six books for serious study. A coiu'se of lectures 
on the library and children's literature is ])lanned especi- 
ally for teachers; those attending regularly and complet- 
ing tli(> reciuired vvoik re ceive credit from tiie Superinten- 
<UmiI of Schools. The closest relationship exists between 
tile library and the schools. 

The Young Men's Mercantile Library 

This library is located in the Mercantile Library Build- 
ing. It was instituted April 18, 1814. 

Ihuler the will of Timothy C. Day, his bequest of 
?f^2(),()()() to the library is to be invested and the proceeds 
thereof to be used in purchasing annual membership tick- 
ets to be awarded to those pupils of the upper grades of 
the elementary and high schools, who lead the classes in 
scholarship for the year. More than seventy-five pupils 
w(>re awarded such tick( Is (hiring the past year. 

The library has 8(),()()() books on its shelves, and carries 
(iles of curnMit periodicals and newspapers. 

The Lloyd Library and Museum 

The Lloyd Library on ('ourt and Plum Streets is de- 
voted almost exclusively to Botany, Materia Medica, and 
IMiarmacy, with a section on Ixleclic Medicine, In recent 
years the owners have purchased a few books on Ento- 
mology and (leneral Natural History with the intention 
of gradually building up the library along these lines 
ns well. It contains at present 11,()88 volumes. 

The Mycological Museum or (fungi) Library is located 
in a separate building and contains more classified fungi 



Cincinnati Museum 171 

specimens than nil of the, other museums of the world 
comhined. The herhjirium contains some forty thousand 
specimens of flowerinff plants. The entire colleclions of 
plants of the Natural History Society have recently been 
placed in the Llo^d Museum for use and safe-keeping, 
specimens are bemg added to this collection from time 
to time. This herbarium is the one that is consulted by 
teachers and others when the careful determination of a 
plant is desired. 

The Cincinnati Museum 

The Cincinnati Museum Association was organized in 
1880 for general museum j)urposes an<l for educational 
work. Because of its important colh^ctions of j)aintings 
and sculpture and becaus(; its other colleclions are chosen 
for their aesthetic qualities rather than lh(>ir scientific or 
historical interest, tiie museum is pojuiiarly known as the 
Art Museum. 

'J'he museum building was (greeted in 1880, an imi)ort- 
ant wing, the Kmma Louis(> Schmidlap|> Building, being 
added in HK)7 to house the (ireek sculpture and the library. 

On the lower floor the ethnological colhtction includes 
tumes, armor, the Doane collection of musical instru- 
ments, metal work including the Conner collection of sil- 
ver and the Bookwalter collection containing valuable 
Oriental objects. 

On the lower floor the ethnological collection includes 
American archaeology, and weavings and carvings from 
the (>)ngo. These are extremely rare and instructive. 
There is also a small but interesting Egyptian collection. 

On the upper floor ;ire picture galleries, glassware, 
and ceramics, including the large historical collection of 
Hookwood since its foundation in 1880 with the prelim- 
inary work of the women on whos(; experiments the j)ot- 
tery was founded. 

Special rooms are devoted to the works of the dis- 
tinguished i)ainlers Frank Duveneck and Robert lilum, 
both natives here. Tin; John J. Emery collection com- 
prises paintings by European masters and there are fur- 
ther examf)les, among them works by Courbet, Collet, 
Aman .Jeau, Houguereau, Munkacsy, P>rozik, Zugel, L(;n- 
bach, Lcssing, Aclienbach, Sorollo, and many others. 



172 Other Educational Institutiont 



'V\\v p,r^m\) of modern American f)ainlinf»s, Iiowcvor, 
remains llie mosl si/^nilicanl, the i)()licy of the museum 
for more llian Iwenly years i)asl Iiavinft been to collect 
line exan)j)les tliroufffj systematic purchase. Some of tlie 
arlisis re|)resente<l are Alexander, C.hase, Tarbell, Ben- 
son, (^urrier, Winslow Ilonwr, llassam, Schofield, Shis- 
law, Hedfic Id, and Weir; besides Duveneck, Blum, Twacht- 
man, Meakin, Hopkins, darber, Mosler, Potlhast, b'arny, 
Shar|), Hurley, Scheviil, l)e C.anap, and Kenyon C.ox, all 
natives here or formed in the (jncinnati Art Academy. 

The modern American scuipliu'e is also very stron/4, 
the museum owning' many original models. Amon,i» the 
sculptors i(|)resented ai'e M\ ('.. r'rench, Iv ('. Bolter, Her- 
bert Adams, Herman MacNeil, Karl Bitter, and A. A. 
Weinman; besides l^ank Duveneck, C J. Barnhora, 
Jliram Bowers and Sir Moses Kzekiel native here. 

The Art Academy, now in its forty-seventh year, is 
und(>r the same manafjement as the museum and is housed 
in an ad joiniuf^ building which was erected in 18X7. Draw- 
iuf,', painliuff, modelin/^, illustration, design, wood-carv- 
iiif,', melal and leather work, and china painting are 
taught, and the classes provide for the dev(>lopment of 
sludenls from the most elementary to the most advanced 
work. Owing to rich endowment, the tuition is very low, 
although (he faculty includes such well-known artists as 
Fraidv Duveneck, L. H. Meakin, C. J. Barnhorn, James R. 
Hopkins, and others. 

The Museum and Art Academy arc situated in Eden 
Park and can be reached by the /00-Kden Park car line 
in twelve minutes from r\)untaiD Square. 

The Cincinnati Society of Natural History 

The Cincinnati Society of Natural History was founded 
in 1870. At lh(> lime of the founding there was a general 
and wi<le-s|)read inleresl in Natural History, and the 
UK inbership of the society grew very rapidly. During the 
summer of 1870 (luarters were rented in the College Build- 
ing on Walnut Slr(>el above b'ourlh. These were occu- 
pied by the sociely until the j)urchase, in 1877, of the 
building at the southeast corner of Broadway and Arch 
street, its present home. 

Meetings were held regularly once a month for many 
years, at which papers on various subjects relating to 



Zoologica l Garden 173 

Natural History were read by members of the society. 
These meetings were open to the public without charge. 
In later years these meetings have been discontinued, and 
lecture courses open to the public have been substituted 
therefor. These lectures, while dealing with scientific sub- 
jects, are not technical but popular in character. 

The society maintains a museum of Natural History, 
which is open to the public free of charge, and also a ref- 
erence library of about 8,000 volumes on scientific sub- 
jects. It has also a number of sets of school cabinets 
containing specimens of birds, insects, and minerals, 
which it distributes to the public schools of Cincinnati 
each year. 

The Ohio Audubon Society 

Organized at Cincinnati in 1898, the Ohio Audubon 
Society has ever endeavored to promote a substantial 
interest in the protection of wild birds by disseminating 
a knowledge of them and their economic value. The 
society discourages all reckless and wanton destruction 
of bird life and endeavors to cultivate a sensibility to their 
beauty; in short, its endeavors have been wholly educa- 
tional. 

In co-operation with the National Audubon Society, 
the Ohio Society, three years ago, began an aggressive 
educational campaign. This feature of tlie work took the 
form of organizmg Junior Audubon Classes among the 
school chihiren under the direction of the teachers. The 
children are instructed in the color, markings, and size 
of certain birds, in the methods of attracting them, and in 
the reason why they should be protected. Last school 
year classes were formed in every county of lh(; Slate. 
This year the number of classes is rapidly increasing and 
bird study is fast assuming an important place in nature- 
study work. 

The Zoological Garden 

The Cincinnati Zoological Garden was opened Septem- 
ber 18, 1875. It comprises sixty acres of hill and dale, 
three miles north of the center of the city. The natural 
features, attractive in themselves, have been improved 
by landscape gardening and artistic placing of buildings. 



174 Other Educational Institutions 

so Hull as a park tlic Zoo would rank high. It is open 
(ivcry (lay in tlu; y(;ar. 

The conlroi ol" the Zoo is vested in a lioarrl of Din^c- 
tors, pnhlic-spirited men, who serve without compensa- 
tion. hVom the he^inninfj i)rofit has heen if^nored. As 
their adverlisemenl puis it: '"rii(; Zoo helongs to you. 
Your admission is your donation." 

Vor Iwenly years Ihe Zoo has co-operated actively with 
the |)ul)lie schools. ICvery inducem(>nt is oflered to teach- 
ers who care lo lake classes to llu; garden for detailed 
sludy of animals and (rees. The frees, as well as the cages, 
hav(; lahels hearing llie ap|)ro|)riate scienlilic and |)opular 
names. In Ihe late spring schools come en masse at 
greatly reduce<l rales, Ihe pu|)ils sometimes nund)ering 
two or three thousand. Hefore this lime the manager 
visits the schools and gives illuslraled lectures on the 
animals, their hahits and peculiarities; the childnai, ac- 
cordingly, know what they may expect to find and where 
lo (iiid if. 

When new amimals come Ihe children are given 
oi)p()rtunity lo name them through |)ri/(; contests. '^Fhc 
l);d)y hi|)p<)|)()tamiis, Zeekoe, received his name in this 
way. Various hooks have heen |)ul)lished for tlui children, 
the latest heing "Zig/.ags at llie Zoo." Puzzling (pu'stions 
are [)ropounded in the street-car advertisements, while 
the answers are to he foimd in "Zigzags," or, still hetter, in 
the Zoo itself. 

The Cincinnati Woman's Club 

At the close of I wo years of active work connected with 
Ihe Woman's Columhian l^xposition Association f)f Cin- 
cinnati and Suhmhs, which hrought together women of 
wide an<I varied interesls, the time seemed favorahle lor 
lh<' formation of an organized hody of wonu'n to he as 
widely and generally re|)reseidalive of tlu; city as possihle, 
to serve as a protection lo the hesl interesls of wonu'n, to 
promote a study of existing conditions in the conuuunity 
wilh a view lo ultimate injprovenunt, to create and foster 
the spirit of co-operation, and to lead eventually lo a more 
active |)ai'ticipation of wonun in matters relating to [)uh- 
lic interests. 

Wilh these ideals in view, the Cincinnati Woman's 
Cluh came into existence in the s|)ring of 1891, to "create 
an organized center of thought and action among women 



Cincinnati Woman's Club 175 



for the promotion of social, educational, literary, and 
artistic growth and of whatever relates to the best inter- 
ests of tne city." 

The business affairs were placed in the hands of a 
Board of Directors, and the activities were centered in 
departments. These departments are now designated: 
Departm(;nts of Art, Music, Literature, Home Economics, 
Civics, and Education; each having its own oflicers and 
times of meeting. 

A Lecture and Entertainment Committee arranges for 
club teas and provides lectures and entertainments. A 
Legislative Committee investigates questions pertaining 
to legislation and reports upon them before the club takes 
action. A Library Committee has charge of the library 
and of the collection and circulation of books and maga- 
zines; and an effort is being made to collect books written 
by Cincinnati or Ohio women. A Tea Hoom Committee 
supervises the Tea Hoom service, in which luncheons and 
teas are served. 

Study circles for intensive study along special lines 
are organized by groups, each having its own leader and 
place on the monthly calendar. At present the circles 
consist of the following: Art, Music, Current Events, 
Home Pxonoinics Extension, Bible, Drama, Study of Mod- 
ern Novel, Browning, French, Greek, Egyptian, Govern- 
ment and Parliamentary Law. 

The Cincinnati Woman's Club has followed the line of 
evolution characteristic of the club movement in general. 
First came self-culture, the broadening of the individual 
woman, emphasizing the fundamental princii)le that cul- 
ture; in the community must come from the cultured 
individual. Then there followed that larger shaping of 
public opinion and trying out municipal experiments. In 
every case the history is the same: Imagination touched 
by ideals, initiation, experimentation, success in one 
direction, finding a better way in another, and then the 
relinquishment by the club of its project to the city, so 
that the proved plan may be made useful to the whole 
community. Thus the club has through the activity of the 
Department of Household Economics presented lectures 
and demonstrations on all branches of domestic science, 
home ideals, household and personal hygiene, domestic 
art and science in the public schools, topics helpful to 



176 Other Educational Institutions 



niothors' clubs, housing problems, domestic architecture, 
and conliiiualion and salesmanship schools. 

The Civic Department counts among its activities the 
cst.iblishmcnl ol" playgrounds, the installation of a matron 
in the (lounly Jail, and assistance in the inauguration of: 
Consumers' League, smoke abatement, public baths, 
m;i Irons in House of Detention, clean-up campaign, public 
comfort st;i lions, sanitary drinking cups, tlie i)lacing of 
waste receptacles in public places, reclamation of vacant 
lols, |)rol(!clion of bird and |)lanl life, (elimination of 
bill-bonrds, heller housing conditions, bitter markets, 
mothers' pension laws, summer care of babies, warfare 
on Hies, enforcement of laws against spilling in i)ublic 
places, welfare of the blind, safe and sane Fourth, sepa- 
rate playgrounds for girls and boys, penny luncheons in 
the public schools, school and home gardens, purity of the 
press. The Delaware Home for (iirls, the building of a 
reformatory for women, Ihe abandonment of the canal, 
the conlempiiited Union Depot nnd Termin.il, the new 
Court Mouse, the Municipal lUidget Kxhibit, all received 
the attention of the club through this department, which 
aims to keep in close touch with (very project for civic 
betterment and to present the same to the club. 

The Dei)artment of Education endeavors by investiga- 
tion and preseidalion of educational matters to enable 
Ihe women of the club to gain an enlightened viewpoint 
and thus assist in creating public sentiment for progres- 
sive njeasures. The Vacation Schools were inaugurated 
by this department through a combined elTort in which 
Ihe Club (committee, with a high-school teacher as 
Chairman, received contributions from private schools, 
mothers' clubs, and business lirms, in addition to club 
members, for the support of the first Vacation School, 
which was opened in a building loaned for the summer by 
Ihe Cincimi.ili Kindergarten Association. In tlie Vacation 
School, which grew rapidly, many i)rogressive steps were 
tried and afterwards introduced inlo the regular course 
of Ihe public school. Domestic science, introduced into 
Ihe Vncation School in Ihe summer of 1905, was added to 
Ihe intermediate schools in the fall of 1905 and assisted by 
contributions from the club. 

Among other activities of the Department of Education 
were: Sup|)()rt of a bill creating .luvenile Courts in Ohio, 
co-operation in the investigation of what other cities are 



American National Red Cross 179 

doing for defective children, contributions to the Moun- 
tain Settlement work of Kentucky, work for State normal 
schools, petition to Board of Educatoin for introduction 
of kindergartens, formation of an active branch of the 
Needlework Guild, Christmas celebration to purchase 
books for mothers' clubs' libraries, petition for small 
School Board elected at large, courses of lectures in social 
hygiene presented to the mothers' clubs, entertainment 
of Association of Collegiate Alumnae and other educa- 
tional bodies, and one entire season was devoted to the 
study of Cincinnati's complete system of municipal edu- 
cation, beginning with the kindergarten and going through 
the University. 

During the month of March the club will celebrate its 
twenty-first birthday, and those who glance backward 
over its records will note that there is no department of 
general interest or movement of any importance in the 
city but has felt the beneficent influence of the Woman's 
Club. Last year a municipal Christmas tree on Govern- 
ment Square was inaugurated by the club. This year 
public trees appeared in many different sections; and 
Christmas lights have shown from every quarter of the 
city, bearing messages of peace and good will, emphasiz- 
ing the value of a community spirit which makes each 
part of the many-sided life of the city take its place as 
part of the greater whole in which the watchword is 
Co-operation. 

The American National Red Cross — Cincinnati Chapter 

The original purpose for the organization of Red Cross 
Societies was to supplement the medical service of armies 
in time of war. 

The great need of a thoroughly trained and efficient 
organization, national in scope and permanent in charac- 
ter, to render assistance after great disasters became so 
well established that the United States Congress in .Jan- 
uary, 1905, incorporated The National Red Cross, placed 
it under government supervision, and declared its pur- 
poses (in addition to its duties in time of war) to be: 

"To continue and carry on a system of national and interna- 
tional relief in time of peace and apply same to mitigating suffer- 
ing caused by pestilence, famine, fire, Hoods, and other great 
national calamities and to devise and carry on measures for 
preventing the same." 



180 Other Educational Institutions 

In order to bring a knowledge of Accident Prevention 
and First Aid within the reach of industrial workers and 
other classes of people throughout the country, the First 
Aid Department was established and placed under the 
direction of an officer of the Medical Corps of the United 
States Army. This department has a staff of physicians 
available for detail as instructors in mines, lumber camps, 
railways, telephone and electric concerns and other large 
industrial corporations; also for police and fire depart- 
ments of cities, the Y. M. C. A., the Y. W. C. A., etc., and 
has recently broadened its scope to include "Water First 
Aid" by the organization of the American Red Cross Life 
Saving Corps. 

The Red Cross Nursing Service Department was 
brought about by the affiliation of the American Nurses* 
Association with the American Red Cross, and a National 
Committee on Nursing Service was appointed by the War 
Relief Roard in December, 1909. 

The Red Cross has undertaken to carry into the homes 
of the people a better knowledge of the underlying prin- 
ciples of health, the prevention and care of illness, 
through the establishment of a Town and Countrv Nursing 
Service, and through the organization of classes of 
instruction for women in Elementary Hygiene and Home 
Care of the Sick. 

The Cincinnati Chapter of the American Red Cross 
has its headquarters, consisting of ofiice and classrooms, 
at No. 220 West Seventh Street and is open daily from 
9 a. m. to 5 p. m. Visitors are cordially welcomed. 

The Chamber of Commerce and the Schools 

Excepting those in domestic service, 93 per cent of the 
people employed in Cincinnati secure their livelihood 
from commerce and industry. This means that nearly all 
of the youth now being trained in the schools will sooner 
or later become identified with business. It is most fitting, 
therefore, that schools should be interested in the needs 
of commerce and industry and that commerce and indus- 
try should be interested in what the schools are doing. 

The future success of business enterprise will depend 
upon the youth now attending public schools, for tlie per- 
sonal equation, above all else, is of importance in business 
to-dav. 



Business Men's Club 181 

These observations explain some of the reasons why 
the Cincinnati Chamber of Commerce is so vitally inter- 
ested in the public schools of this city. 

This organization, the oldest of its kind in the United 
States, has over two thousand members and almost one 
hundred employees. The names of manufacturers, mer- 
chants, and professional men are all found upon its roster. 
There are thirteen departments under the direction of 
salaried managers devoting their entire time to this work. 
The Chamber of Commerce is housed on the second and 
third floors of the lofty Union Central Building, at Fourth 
and Vine Streets. One of its interesting features is the 
exchange floor, where several hundred men meet daily to 
transact business in grain and hay. 

The department with which the schools come into 
contact is the Civic and Industrial Department, which was 
organized the first of the year 1914. 

This department recognizes the fact that the schools 
form the only organized point of contact with the future 
employers and employees of the city; that if the business 
men of Cincinnati wish to see their successors most effi- 
cient, wish to secure the highest grade of employees, wish 
to see their city become a better place in which to live and 
do business, then they can do nothing better to promote 
these things than to render to the public schools every 
assistance in making the school work better adapted to 
the needs of the city and its people. 

It is for these reasons that the Cincinnati Chamber of 
Commerce, through the Civic and Industrial Department, 
has evidenced particular interest in the organization of 
a vocational service bureau, in the formation of a federa- 
tion of schoolboys' clubs, in vocational surveys of the 
printing and sewing trades, in conducting a clean-up cam- 
paign participated in by forty thousand children, in the 
instruction in civics in the schools, and in other subjects 
of like character. 

The Business Men*s Club 

The Business Men's Club, with a membership of 1,800 
of the most prominent and active business men of Cincin- 
nati, is located in what is said to be one of the finest club 
buildings in the country at the southeast corner of Bace 
and Ninth Streets. This organization, with its large and 
ever increasing influential membership, is becoming more 



182 Other Education al Institutions 

and more a leader of municipal thought and progress; 
for there is no better forum in which may be exchanged 
the progressive ideas of the times along lines of civic im- 
provement than within the precincts of the Business Men's 
Club. 

The Club, through its Civic Committees, is lending its 
earnest efforts to secure for the city better street car serv- 
ice, better interurban railroad facilities, better streets, 
parks, sewer service, adequate railway terminals, a large 
convention and exhibition hall, high-pressure water-serv- 
ice, and many other things which will add to the com- 
mercial standing and importance of the city. 

It has been a prime mover in all actions for beneficial 
legislation for the upbuilding of the public schools and 
the educational system in general in Cincinnati. Three of 
the most active committees of the Club are the Public 
Schools Committee, the University Committee, and the 
Industrial Education Committee. At the suggestion of 
the Public Schools Committee, the Club called a meeting 
of representatives of civic organizations for the purpose 
of forming a Council of Public Education. The Chairman 
of the Public Schools Committee is the President of the 
Council of Public Education. The Council, with the help 
of the Club, was instrumental in securing the election of 
candidates nominated by it for the Board of Education. 

The Federated Improvement Association 

The Federated Improvement Association occupies a 
unique position. This association is composed of three 
elected delegates from each of the fifty-six local improve- 
ment associations scattered throughout the city. These 
local improvement associations are composed of liberal- 
minded neighbors who unite in their efforts to better 
conditions in their respective localities. These associa- 
tions vary in membership from a score to a thousand 
enrolled members. They exert a piofound influence upon 
the life of their own communities and through the central 
body, the Federated Association, exert a stimulating influ- 
ence upon the general life and welfare of the city. 

Composed as these associations are of a large number 
of men living in the same locality, they include in their 
membership representatives of all classes and trades and 
professions. The most learned judges of our courts meet 
in friendly co-operation with the laboring men. Profes- 



Federated Improvement Association 183 

sional men of all lines are found in the ranks. The work 
of the associations and of the Federation is strictly non- 
partisan. Thus emphasis is always given to the estahlish- 
ment and the carrying through of progressive measures. 

One of the most important interests of the Federation 
and of the local associations is the welfare of the schools. 
During the history of the Federation the welfare of the 
schools has been more frequently a matter of discussion 
than any other subject. Our school officials have always 
sought the interest of the Federation, and they have been 
given many proofs of its loyal support. 

The ideal of the P\?deration m the matter of public 
education may be said to be that our schools shall never 
be jeopardized by any outside consideration. The Feder- 
ation IS vitally interested in the development of the effi- 
ciency of the school system. It believes that all the 
children of the city shall have absolute equality of oppor- 
tunity; that the schools shall train for the highest stand- 
ards of life; that they shall bring true culture within reach 
of every child; that the teachers shall be f)r(!i)ared by 
training and by personality to inspire the child to aspire 
to be something of worth to his city and to himself; that 
there shall be opportunity for him to learn not only the 
facts of science and the wealth of literature, but that he 
be trained to do something really worth while in the 
world and that he realize something of the meaning and 
value of life. The child who is intrusted to the schools 
must not only be trained in earning power, but in moral 
power. 



IX 

ORGANIZATIONS OF TEACHERS 



IX 

ORGANIZATIONS OF TEACHERS 

The work that is being done in the various organiza- 
tions of teachers shows the deep interest that the teach- 
ers feel in all that pertains to the advancement of the ideas 
and the ideals for which they stand. 

The Schoolmasters' Club 

Membership in the Schoolmasters' Club is open to all 
men interested in education. The meetings, which occur 
on the second Saturday of each month, take the form of a 
dinner, after which the discussions and the program fol- 
low. This year the dinners are being held in the new 
lunchroom at the University. The program for 1914-15 is 
as follows: Get-Together Luncheon at the Zoo; The 
Organization of Education in Munich: Suggestions from 
a Survey of the Surveys; A Legislative Program in Behalf 
of the City Schools of Ohio; The Social Center Problem; 
The Responsibility of the Schools in the Promotion of 
Peace; What Next? A Forecast by the Superintendent of 
the Cincinnati Schools; The Educational Possibilities of 
Home Projects; The Place and Method of Instruction in 
Personal Hygiene. 

The Cincinnati Women Teachers* Association 

The Cincinnati Women Teachers' Association is a 
member of the National and also of the State Federation 
of Women's Clubs. The meetings occur on the second 
Saturday of each month, half the meetings being in the 
afternoon and the other half in the evening. This year the 
subject under discussion is "School Festivals," in their 
relation to the kindergarten, the elementary grades, inter- 
mediate grades, and the high schools. At the last meeting 
of the year the subjects are to be "Women's Salaries" and 
"Textbooks." 

187 



188 Organizations of Teachers 

The Association of Cincinnati High School Teachers 

All Cincinnati high school teachers who pay the annual 
dues of fifty cents are members of this organization. The 
association as a whole has four regular meetings during 
the year and special meetings at the call of the President. 
For working purposes it is divided into various sections, 
such as the English Section, the History Section, the 
Mathematical Section, which meet each month and discuss 
matters of moment to their own departments. 

The Cincinnati Council of Teachers of English 

This body was organized at the suggestion of the Su- 
perintendent for the purpose of unifying the work in 
English throughout the public schools of the city. The 
organization includes within its membership the teachers 
of English in the elementary schools, in the high schools, 
and in the University, Four important problems con- 
nected with the teaching of English are now under con- 
sideration by the council. 

The Cincinnati Council of Teachers of Latin 

The membership of this organization includes the 
teachers of Latin in the University and in the high schools 
of Cincinnati. The purpose of the organization is the dis- 
cussion of points of interest concerning Latin, with a view 
to the correlation of the work in the high schools and the 
University. This year the work is the discussion of the 
high school course in Latin and the problems that always 
confront teachers of Latin. 

The Cincinnati Council of Teachers of German 

This council, like the two other councils, was sug- 
gested by the Superintendent. Its object is the unifying of 
the work in German throughout the schools of the city. Its 
membership includes the teachers of German in the ele- 
mentary schools, the high schools, and the University. 

Deutscher Oberlehrer Verein 

This organization has as members the men who are 
or who have been German supervising assistants. The 



School Teachers' Pension Fund 189 

meetings are held monthly, and at each meeting a paper 
is read by one of the members, after which a discussion 
follows. 

Deutscher Lehrer Verein 

This organization of the teachers of German includes 
both men and women. The meetings are held every two 
months, and matters of general interest are discussed. 

The German Teachers' Relief Association of Cincinnati 

This organization provides a sick relief fund and a 
death benefit fund. The sick benefit is allowed for 
absence on account of sickness for at least five successive 
school days. The annual dues are one-half of one per cent 
of the annual salary. If the annual salary of a member is 
one thousand dollars or more, his annual dues are five 
dollars. 

Harmonie 

Harmonic is an organization of the women who teach 
German. Its purpose is purely social — to unite its mem- 
bers in closer relationship. 

The Teachers' Aid and Annuity Association 

This year, 1915, marks the twenty-fifth anniversary of 
this organization. The permanent fund of the association 
is now $78,300. Recently a number of gifts of twenty-five 
dollars each have been given as silver anniversary gifts. 
The association has paid out as aid and death benefits 
and as annuities $102,918.96. The initiation fee is five 
dollars, and the dues are ten dollars a year. 

School Teachers' Pension Fund 

Into this fund each teacher in the schools of Cincinnati 
pays twenty dollars a year. During 1913-14 the permanent 
fund of the organization was increased in this way $24,584. 
The fund was also increased by $5,413.95, the amount 
deducted from teachers' salaries on account of absence. 
From the local taxes there came $18,225.30. The School 
Board is permitted by law to pay as much as two per cent 
of its annual income into the pension fund. Teachers are 
entitled to a pension after thirty years of service, but they 



190 Organizations of Teachers 

may be retired because of (Usability and put on tlic pen- 
sion roll alter twenty years ol" service. Pensions are paid 
at the rate of twelve and one-half dollars for each year 
of service up to thirty-six years, at which time the teacher 
is entitled to a ^47)0 pension per annum, which is the maxi- 
mum amount paid. 



X 

ADMINISTRATION, EXECUTIVES, AND DIRECTORY 



X 

ADMINISTRATION, EXECUTIVES, 
AND DIRECTORY 

BOARDS OF ADMINISTRATION 

Board of Education 

John M. Withrow, President. 

Albert D. Shockley, Vice-President. 
Samuel Ach. James G. Fisk. 

M. Edith Campbell. Annie Laws. 

A. E. MlTTENDORF. 

Union Board of High Schools 
A. H. Bode, President. 
Albert D. Shockley, Vice-President. 

Delegates from the Board of Education: 

Samuel Ach. A. E. Mittendorf. 

M. Edith Campbell. Annie Laws. 

James G. Fisk. Albert D. Shockley. 

John M. Withrow. 

Delegates from the Woodward Fund: 

A. H. Bode. Emil Pollak. 

Charles G. Comegys. John Schwaab. 

Jacob Schroder. 

Delegates from the Hughes Fund: 

Kennan Dunham. Charles H. Stephens. 

Directors of the University of Cincinnati 
RuFUS B. Smith, Chairman. 
Sanford Brown. Emil Pollak. 

Walter R. Griess. Otto J. Renner. 

Smith Hickenlooper. Arthur M. Spiegel. 

Arthur R. Morgan. David I. Wolfstein. 

Committee in Charge of the College for Teachers 
Charles William Dabney, President of the University. 
Arthur M. Spiegel, Member of the Board of Directors. 
Randall Judson Condon, Superintendent of Schools. 
Albert D. Shockley, Member of the Board of Education. 

193 



194 Adm inistration, Executives, and Directory 



EXECUTIVE OFFICERS 

Administration 

William (iHautman, Clerk. 
RoBEivr W. Shafer, Deputy Clerk. 

Department of Business 

C. W. Handman, Business Manager. 

Hkniiy Klein, Supcrintrndcnl of Buildings. 

H. P. Heckeh, Clerk. 

CiiAHLES F, Joudan, Clucf Engineer. 

Asa p. Mahvin, Cliicf Janitor. 

Louis H. DoErKE, (histodian. 

Department of Instruction 

Randall J. Condon, Superintendent. 

Edwahd D. Hobehts, Assistant Superintendent. 

Anna E. Logan, Assistant Superintendent. 

SUl'KUVISORS 

Walteu H. Aiken, Music. 

Julia S. Botuwell, Kindergartens. 

Klmi:h W. Ciiiusty, Manual Training. 

Mamy M. Conway, Continuation Schools. 

II. H. FiCK, German. 

FiiANiv M. Mooiu:, Social Centers. 

A. II. Steadman, Penmanship. 

CiiAiiLO'iTE M. Ulliucii, Domcstic Science. 

William H. Vooel, Drawing. 

Carl Ziegler, Physical Training. 

College for Teachers 

W. P. BuRRis, Dean. 

John W. Hall, Professor of Elementary Education. 

Henry S. West, Professor of Secondary Education. 



Directory of Schools 195 

DIRECTORY OF SCHOOLS 

Name of school, principal, location, car lines starting at or 
near Fountain Square, and time from Fountain Square. 

In the following list, Domestic Science equipment is indicated 
by D. S.; Manual Training centers by M. T.; Kindergartens by K.; 
Auditorium by Aud.; Gymnasium by Gym. 

University 

UNIVERSITY OF CINCINNATI Charles W. Dabney, President 
Clifton Ave., Burnet Woods; Clifton-Elm or Clifton-Lud- 
low car; 20 minutes. 

COLLEGE FOR TEACHERS W. P. BuRRis, Dean 



Same as above. 



High Schools 



HARTWELL HIGH SCHOOL Arthur Powell, Principal 

Academic Course only, D. S., M. T. Hartwell and Wood- 
bine Aves.; Lockland car; 50 minutes. 

HUGHES HIGH SCHOOL E. D. Lyon, Principal 

Cosmopolitan, nine courses. Aud., Library, D. S., M. T., 
Art, Laboratories, Lunch Room, Gym., Plunges, Locker 
Rooms. Clifton Ave. and McMillan St.; Clifton-Elm or 
Clifton-Ludlow car; 20 minutes. 

MADISONVILLE HIGH SCHOOL Charles M. Merry, Principal 
Academic Courses only. Six-and-Six plan. General 
Science, D. S., M. T., Gym. Prentice and Ward Sts.; Madi- 
sonville car; 50 minutes. 

PLEASANT RIDGE HIGH SCHOOL, Thomas L. Simmermon, Prin. 
Academic Courses only, D. S., M. T. Montgomery Road; 
Interurban Railway, Rapid Division; 45 minutes. 

WALNUT HILLS HIGH SCHOOL Atley S. Henshaw, Principal 
Academic Courses only. Ashland and Burdette Aves.; 
Gilbert Avenue or Norwood car; 20 minutes. 

WOODWARD HIGH SCHOOL Pliny A. Johnston, Principal 

Cosmopolitan, ten courses, Aud., Library, D. S., M. T., Art, 
Laboratories, Lunch Room, Gym., Plunges, Locker Rooms. 
Sycamore and Thirteenth Sts.; Auburn Ave. or Highland 
Ave. car; 10 minutes. 

Elementary Schools 

ANDERSON FERRY COLONY J. W. Bursk, Principal 

Grades 1, 2, and 3. Lower River Road and Liston Ave.; 
Sedamsville car; 40 minutes. 

AVONDALE SCHOOL C. J. Brooks, Principal 

All grades, D. S., M. T., K., Gym., Showers. Reading Road 
and Rockdale Ave.; Avondale, Winton Place, Vine-Burnet, 
or Highland Avenue car; 25 minutes. 



196 Adminstration, Executives, and Directory 

BLOOM SCHOOL Henry J, Disque, Principal 

1st to Gth grades, D. S., M. T., K. Winchell Ave; John 
St., Sixth St., Westwood, or Fairmouni cars; 25 minutes. 

BOND HH.L SCHOOL F. E. Reszke, Principal 

All grades. California and Matlack Aves.; Avondale or 
Winton Place cars, and auto-bus; 60 minutes. 

CALIFORNIA COLONY G. C. Emig, Principal 

Grades 1 to 0. New Richmond Pike; Inlerurban Railway, 
Suburban Division; 50 minutes. 

CARTHAGE SCHOOL C. A. Wilson, Principal 

All grades, 1). S., M. T., K. Seventy-fourth St., west of 
Fair l*ark Ave.; Lockland or Glendale car; 40 minutes. 

CENTRAL FAIHMOUNT SCHOOL Jesse K. Dunn. Principal 

All grades, I). S., M. T., K. Fairmouni Ave. and White St.; 
Westwood car; 30 minutes. 

CHASE SCHOOL Fred M. Youmans, Principal 

1st to 7th grades, K., Class for Menial Defectives, Instruc- 
tion in Gardening, Chase, Apple, and Turrill Sts.; Colerain, 
College Hill, or Clifton-I.udlow cars; 40 minutes. 

CHEVIOT COLONY J. O. Beck, Principal 

Grades 1 to 4. Gamble and Davis Aves.; Westwood car; 
50 minutes. 

CLIITON SCHOOL F. E. Swing, Principal 

All grades, K., Gym. Clifton and McAlpin Aves.; Vine- 
Clifton car; 30 minutes. 

COLLEGE HILL SCHOOL W. II. Altamer. Principal 

All grades, Departmental Plan, (Irades 6, 7, 8, M. T., K. 
Maple Ave.; College Hill car; 50 minutes. 

COLUMBIAN SCHOOL F. E. Crane, Principal 

All grades, K., Class for Mental Defectives. Harvey Ave. 
and Union St.; Avondale, Zoo-Iiden, Highland Ave., or 
Vine-Burnet car; 25 minules. 

CUMMINS SCHOOL Alrert Schwartz, Principal 

All grades, D. S., M. T., K., Lunch Room, Gym., Showers, 
Departmental Plans in Grades 0, 7, 8. Locust St. and Mel- 
rose Ave.; Gilbert Ave. or Norwood car; 20 minutes. 

DELTA AVENUE COLONY G. H. Denham, Principal 

1st and 2n(l grades. Delta Ave., near Redbank; Delta Ave. 
car; 40 minutes. 

DOUGLASS SCHOOL (Colored Pupils) F. M. Russell, Principal 
All grades, I). S.. M. T., K., Lunch Room, Library (Branch 
of Public Libnuy), (Jym., Showers, Pre-vocational Work. 
Alms Place and Chapel St.; Chapel St. car; 20 minutes. 

DRAKE AVENUE COLONY G. H. Dentiam, Princinal 

1st to 4th grades. Drake Ave., near Main Ave.; Oakley 
car; 40 minutes. 



Director of Schools 197 

DYER SCHOOL E. W. Wilkinson, Principal 

Gth, 7lh, and 8th grades, I). S., M. T., K. Gym., Showers, 
Savings Bank, Opportunity School (for retarded pupils), 
0;)en Air School on roof. Baymillcr St., opposite Gest; 
Sixth St., Westwood, Clark St., or College Hill car; 15 
minutes. 

EVANSTON SCHOOL U. I). Clkphank, Principal 

All grades, I). S., M. T., K., Gym., Departmental Plan in 
Grades 7 and 8. Dana and Trimble Aves.; Evanston, Nor- 
wood, Vine-Norwood, or North Norwood car; 30 minutes. 

FERNBANK COLONY S. M. Bauer, Principal 

1st to filh Grades. Chestnut and Fernbank Aves.; C, L. & 
A. (interurban) car; 00 minutes. 

FULTON SCHOOL C. F. Hansiclman, Principal 

1st to 7th grades, D. S., M. T., K., Savings Bank. Eastern 
Ave., between Kemper Lane and Weeks St.; East End or 
Delta Ave. car; 20 minutes. 

GARFIELD SCHOOL J. H. Lockk, Principal 

All grades, K. Edgewood Ave. and Elmore St.; Colerain, 
Clark St., or College Hill car; 35 minutes. 

GUILFORD SCHOOL (New) S. G. Baukr, Principal 

All grades, D. S., M. T., K., Gym., Showers, Plunge, Or- 
chestra, Dental Clinic, Open-Air Room, Roof Playground, 
Pre-vocational School, Departmental Plan in Grades 7 
and 8. Fourth, lola, and Arch Sts.; within walking 
distance. 

GUILFORD SCHOOL (Old) 

Special School No. 3, Vocational Bureau, Work Certificate 
Ofiice, Placement Office, Psychological Laboratory, Com- 
pulsory Continuation Classes. Sycamore St., between 
Fourth and Fifth; within walking distance. 

HARRISON SCHOOL Anson McKinnry, Principal 

All grades, I). S, M. T., K., Gym., Departmental Plan in 
Grades 7 and 8. Orchard St. and Delhi Pike; Sedams- 
ville car; 25 minutes. 

HARTWELL SCHOOL Arthur Powell, Principal 

All grades, D. S., M, T. Hartwell and Woodbine Aves.; 
Lockland car; 50 minutes. 

HIGHLANDS SCHOOL J. M. Davis, Principal 

All grades, D. S., M. T., K., Gym., Showers, Departmental 
Plan in Grades 7 and 8. Eastern Ave., near Lewis St.; 
East End or Delta Ave. car; 25 minutes, 

HOFFMAN SCHOOL I). L. Runvan, Principal 

All grades, K., Departmental Plan in Grade 8. Woodburn 
and Dexter Aves.; Gilbert Ave., Evanston, or South Nor- 
wood car; 25 minutes. 



198 Admi nistration, Executives, and Directory 

HYDE PARK SCHOOL G. H. Denham, Principal 

All grades, D. S,, M. T., K. Observatory Ave. and Edwards 
Road; Madison Rd. or Madisonville car; 35 minutes. 

JACKSON SCHOOL F. J. Hauer, Principal 

1st to 5th grades, D. S., M. T., K., Luncli Room, Class for 
Foreigners. Fifth St., west of Mound St.; Third and Fifth 
St. car; 10 minutes. 

KENNEDY SCHOOL F. E. Elliott, Principal 

All grades, D. S., M. T., Gym. Montgomery Road and Ken- 
nedy Ave.; Interurban Railway, Rapid Division; 55 min- 
utes. 

KIRBY ROAD SCHOOL E. S. Peaslee, Principal 

All grades, D. S., M. T., K., Gym., Showers. Bruce Ave. 
and Kirby Road. College Hill or Cliflon-Ludlow car; 40 
minutes. 

LINCOLN SCHOOL J. F. Arundel, Principal 

All grades, I). S., M. T., K., Lunch Room, Pre-vocational 
School. Delia and Golden Aves.; East End or Delta Ave. 
car; 30 minutes. 

LINWOOD SCHOOL U. L. Monce, Principal 

All grades, D. S., M. T., K., Lunch Room. Russell and 
Eastern Aves.; East End car; 45 minutes. 

McKINLEY SCHOOL G. C. Emig, Principal 

All grades, K. Eastern Ave. and Tennyson St.; East End 
car; 35 minutes. 

MADISONVILLE SCHOOL Charles M. Merry, Principal 

All grades, I). S., M. T., K., Gym., Showers, Departmental 
Plan in Grades G, 7, and 8, Six-and-Six plan, General 
Science. Prentice and Ward Sts.; Madisonville car; 50 
minutes. 

MANN SCHOOL .Toim Cronin, Principal 

All grades, D. S., M. T., K., Gym. Cinnamon St. and Fair- 
fax Ave.; Madison Rd., Madisonville, or Oakley car; 30 
minutes. 

MORGAN SCHOOL J. B. Johnston, Principal 

All grades, D. S., M, T., K., Gym., Showers, Lunch Room, 
Prc-vocational School. Kilgour, Finn, and Ellen Sts.; Zoo- 
Eden car; 10 minutes. 

MT. ADAMS COLONY J. B. Johnston, Principal 

All grades. Monastery and St. Gregory Sts.; Zoo-Eden car; 
20 minutes. 

MT. AIRY COLONY W. H. Altamer, Principal 

Grades 1 to 7. Colerain Ave. and Mt. Airy Road; College 
Hill car; 50 minutes. 

MT. AUBURN SCHOOL John C. Heywood, Principal 

All grades, D. S., M. T., K., Gym., Lunch Room. Southern 
Ave.; Auburn Ave. car; 20 minutes. 



Directory of Schools 199 

MT. WASHINGTON COLONY John Gbonin, Principal 

All grades. Beechmont Ave. and Campus Lane; Interur- 
ban Railway (Suburban Division), or C, G. & P. (interur- 
ban) ; 60 minutes. 

NORTH FAIRMOUNT SCHOOL John Akels, Principal 

All grades, K. Baltimore Ave., near Seegar; North Fair- 
mount car; 30 minutes. 

OAKLEY SCHOOL H. L. Crane, Principal 

All grades, D. S., M. T., K., Gym., Showers. Madison Rd., 
opposite Gilmore Ave.; Oakley car; 45 minutes. 

OAKLEY COLONY H. L. Crane, Principal 

Grades 1 to 4. Madison Road, opposite Locust St.; Oak- 
ley car; 50 minutes. 

OYLER SCHOOL O. P. Voorhes, Principal 

All grades, D. S., M. T., K., Gym., Pre-vocational School. 
Burns and Stabler Sts.; Elberon, Sedamsville, or Warsaw 
Ave. car; 20 minutes. 

PEASLEE SCHOOL E. C. Trisler, Principal 

All grades, D. S., M. T., K., Gym., Departmental Plan in 
Grades 7 and 8, Oral School in same building. Woodward 
St., near Main; Auburn Ave., Clifton-Ludlow, or McMicken- 
Main car; 10 minutes. 

PLEASANT RIDGE SCHOOL Thomas L. Simmermon, Principal 
All grades, D. S., M. T., K. Montgomery Road; Interurban 
Railway, Rapid Division; 45 minutes. 

RASCHIG SCHOOL William Kaefer, Principal 

All grades, K., Departmental Plan in Grades 5, 6, 7. Elm 
and Canal Sts. Clifton-Elm, Colerain, or McMicken-Elm 
car; 10 minutes. 

RIVERSIDE SCHOOL J. W. Bursk, Principal 

All grades, D. S., M. T., K., Orchestra, Pre-vocational 

School. Riverside and Leland Ave.; Sedamsville car; 35 
minutes. 

ROTHENBERG SCHOOL O. M. Patton, Principal 

All grades, D. S., M. T., K., Gym., Showers, Plunge, Roof 
Playground, Pre-vocational Work, Departmental Plan in 
Grades 7 and 8. Main St. and Clifton Ave.; Clifton-Lud- 
low, McMicken-Main, or Third and Fifth St. car; 15 min- 
utes. 

SANDS SCHOOL E. M. Sawyer, Principal 

All grades, D. S., M. T., K., Gym., Showers, Pluges, School 
for Blind in same building. Freeman Ave. and Poplar St.; 
Colerain Ave. or Clark Ct. car; 20 minutes. 

SAYLER PARK SCHOOL S. M. Bauer, Principal 

All grades, D. S., M. T., K., Library (Branch of Public 
Library). Ivanhoe and Twain Ave.; C, L. & A. (interur- 
ban) car; 55 minutes. 



200 Administration, Executives, and Directory 



SHERMAN SCHOOL W. S. Strickijvnd. Principal 

1st to 5th grades, K., Lunch Room, Special display of min- 
eral and seed collections. Eighth St., west of John; El- 
beron Ave., Sedamsville, or Warsaw Ave. car; 10 minutes. 

ST. JOE COLONY S. M. Bauer, Principal 

Grades 1 to 5. Lower River Road; C, L. & A. (interurban) 
car; 50 minutes. 

STOWE SCHOOL (Colored Pupils) Jennie D. Porter, Principal 
All grades, K., Gym. Old Hughes Building, Fifth and 
Mound Sts.; Third and Fifth St. car; 10 minutes. 

VINE STREET SCHOOL E. E. Ellis, Principal 

1st to 7th grades, K. Vine and St. Joe Sts.; Vine-Clifton 
or Vine-Norwood car; 15 minutes. 

WARSAW SCHOOL John H. Carson, Principal 

All grades. Glen way and Sunset Aves.; Warsaw car; 35 
minutes. 

WASHBURN SCHOOL S. T. Logan, Principal 

All grades, D. S., M. T., K., Gym., Showers, Savings Bank, 
Departmental Plan in Grade 8. Armory Ave. and Linn St.; 
Westwood or Sixth St. car; 15 minutes. 

WASHINGTON SCHOOL C. H. Porter, Principal 

All grades, D. S., M. T., K., Gym., Showers, Dental Clinic, 
Moving Picture Apparatus, Industrial Classes, Depart- 
mental Plan in Grades 5, 6, 7, 8. Hopple St., near Colerain 
Ave.; Colerain Ave. or Clark St. car; 25 minutes. 

WEBSTER SCHOOL Geo. F. Braun. Principal 

1st to 7th grades, K., Gym. Findlay and Bremen Sts.; 
Vine-Clifton or Vine-Norwood car; 10 minutes. 

WEST FORK COLONY F. M. Youmans, Principal 

All grades. West Fork Road; Colerain Ave. car; 55 min- 
utes. 

WESTWOOD SCHOOL J. O. Beck, Principal 

All grades, D. S., M. T., K., Gym., Showers, Library (Branch 
of Public Library), Harrison and Montana Aves.; West- 
wood car; 45 minutes. 

WHITTIER SCHOOL C. F. Rapp, Principal 

All grades, D. S., M. T., K., Departmental Plan in Grade 
8. Osage and Woodland Aves.; Warsaw car; 25 minutes. 

WINDSOR SCHOOL Ada M. Wheeler, Principal 

All grades, K., Lunch Room. Windsor and St. James Ave.; 
Gilbert Ave., Madison Rd., or Zoo-Eden car; 15 minutes. 

WINTON PLACE SCHOOL W. H. Maddux, Principal 

All grades, D. S., M. T., K., Gym., Showers, Library (Branch 
of Public Library). Winton Road and Hand Ave.; Win- 
ton Place car; 45 minutes. 



Director of Sch ools 201 

SIXTH DISTRICT SCHOOL J. S. Hauer, Principal 

1st to 7th grades, K., Gyra., Showers, Dental Clinic, Special 
Class for Foreigners, Medical Clinic, Lunch Room. Elm 
and Odeon Sts.; Clifton-Elm, Colerain Ave., or McMicken- 
Elm car; 10 minutes. 

TWELFTH DISTRICT SCHOOL F. W. Dearness, Principal 

1st to 6th grades, K., Lunch Room. Eighth and Donners- 
berger Sts.; Elberon Ave., Sedamsville, or Warsaw Ave. 
car; 15 minutes. 

TWENTIETH DISTRICT SCHOOL T. B. Pflueger, Principal 
1st to 7th grades, K., Lunch Room. Findlay St., near 
John; John St. car; 20 minutes. 

TWENTY-THIRD DISTRICT SCHOOL L. M. Schiel, Principal 
All grades, D. S., M. T., K., Gym., Showers. Vine St. and 
University Ave.; Vine-Clifton car; 20 minutes. 

TWENTY-FIFTH DISTRICT SCHOOL A. J. McGrew, Principal 
All grades, D. S., M. T., K. Waverly Ave. and Pinetree St.; 
North Fairmount or Westwood car; 25 minutes. 

TWENTY-EIGHTH DISTRICT SCHOOL, W. H. Remley, Principal 
1st to 7th grades, K. McMicken Ave.; McMicken-Elm or 
McMicken-Main car; 20 minutes. 

THIRTIETH DISTRICT SCHOOL G. B. Bolenbaugh, Principal 
All grades, K., Departmental Plan in Grade 8. Warner St. 
and Stratford Ave.; Clifton-Elm or Clifton-Ludlow car; 
20 minutes. 

SPECIAL SCHOOLS 

APPRENTICE CONTINUATION SCHOOL 

Geo. E. Woolley, Principal 
123 East Ninth St.; within walking distance. 

BOYS' SPECIAL SCHOOL Andrew J. Willey, Principal 

Academic and M. T., Gym., Showers. 123 East Ninth St.; 
within walking distance. 

COMPULSORY CONTINUATION SCHOOL 

Mary M. Conway, Supervisor 

Old Guilford Building, Sycamore St., between Fourth and 

Fifth; within walking distance. 
ORAL SCHOOL FOR THE DEAF Virginia A. Osborn, Principal 

In the Peaslee Building, Woodward St., near Main; Auburn 

Ave.. Clifton-Ludlow, or McMicken-Main car. 
SCHOOL FOR MENTAL DEFECTIVES Emma Kohnky, Principal 

Old Guilford Building, Sycamore St., between Fourth and 

Fifth; within walking distance. 
SCHOOL FOR THE BLIND Frances M. Klein 

In the Sands Building, Freeman Ave. and Poplar St.; 

Colerain Ave., Clark St. car; 20 minutes. 
WORK CERTIFICATE OFFICE Helen T. Woolley. Director 

Old Guilford Building, Sycamore St., between Fourth and 

Fifth; within walking distance. 



202 Administration, Execut ives, and Directory 

Evening High Schools 

EAST NIGHT HIGH Albert Schwartz, Principal 

In the Woodward High School Building. Academic, Com- 
mercial, Gym., Industrial work for men and women. 

WEST NIGHT HIGH E. W. Wilkinson, Principal 

In Hughes High School Building. Academic, Commercial, 
Gym., Industrial work for men and women. 

Evening Elementary Schools 

DOUGLASS SCHOOL (Colored Pupils) F. M. Russell, Principal 
In the Douglass School Building. Academic, Commercial, 
Gym., Industrial work for men and women. 

DYER SCHOOL F. J. Hauer, Principal 

In the Dyer School Building. Academic, Gym., Industrial 
work for men and women. 

PEASLEE SCHOOL E. C. Trisler, Principal 

In the Peaslee School Building. Academic, English for 
Foreigners. 

SHERMAN SCHOOL A. L. Eyler, Principal 

In the Sherman School Building. English for Foreigners. 

STOWE SCHOOL (Colored Pupils) Jennie D. Porter, Principal 
In the Stowe School Building. Academic, Industrial work 
for men and women. 

WASHINGTON SCHOOL C. H. Porter, Principal 

In the Washington School Building. Academic, Gym., 
Industrial work for men and women. 



XI 
INDEX 



XI 
INDEX 



Activities of Public Schools, Ad- 
ditional . 121-146 

Administration 9 

Administration, Boards of 193 

Administration, Executives, and 

Directory 191 

Age and Schooling Certificate... 112 

Agricultural Course . 55-56 

Aid and Annuity Association.... 189 

Anti-Txiberculosis League 142-145 

Appointment of Teachers 18-20 

Apprentice School Faculty 117 

Apprentices, Voluntary Schools for 119-120 

Art Academy 172 

Art Course, Technical 54 

Art in Elementary Schools 73-74 

Art Museum 73,171-172 

Art Training Course 74 

Arts, Bachelor of 43-44 

Arts, College of Liberal 40 

Astronomical Observatory 40 

Athletic League, Public Schools.. 81-82 

Athletics, High School 59-60 

Attendance of Pupils 14 

Audubon Society 173 

Avondale School 23 

Blind School 87-88 

Board of Education, Members of 193 
Board of High Schools, Union, 

Members of 191 

Bonds, Power to Issue 12 

Boys' Special School 95-97 

Budget Commission 12 

Business, Department of 11 

Business Houses, Co-operation 

with 55 

Business Men's Club 181-182 

Catholic Schools 149-151 

Administration 151 

Higher Education 150-151 

Industrial Schools 149-150 

Orphanages 149-150 

Parochial Schools 149 

Secondary Schools 150 

Special Schools ISO 

Teachers, Training of 151 

Central Fairmount School 25 

Chamber of Commerce 80,180-181 

Chart of Night Schools 102 

Chart of School Enrollment 62 

Child Welfare Bureau 146 

Choral Music 54 

Chorus Classes, Evening 106 

Civic and Vocational League 79-80 

Civics in Elementary Schools.... 79-80 



Classical Course 49-50 

Clinical and Pathological School 40 

Clinic, Free Dental 136 

Clinic, Psychological 135-136 

Colored Industrial School 155-156 

Colored Schools, Evening 105 

Commerce, College of 40 

Commercial Course 54-55 

Commercial Course, Evenings. . . 106 

Commercial Houses, Salesman- 

^ship in 113-114 

Committee in Charge, College for 

Teachers 10, 42, 193 

Compulsory Continuation School. 111-112 

Compulsory Education Law 111-112 

Continuation Class, Foremen 106 

Continuation Class, Women's.... 115,119 

Continuation Schools 109-120 

Continuation Schools, Enrollment 14 

Co-operation — 

Anti-Tuberculosis League 142-143 

Appointment and Promotion of 

Teachers 18-20 

Art Academy and Museum... 74, 171-172 

Audubon Society 173 

Board of Health 45, 139 

Bureau Child Welfare 146 

Bureau of City Tests 40 

Bureau of Vocational Guidance 134-135 

Business Houses 55 

Business Men's Club 181-182 

Chamber of Commerce 56,180-181 

Cincinnati Co-operative Plan.. 3,41,44 
Civic and Vocational League... 80 

Clinical and Pathological School 40 

College of Engineering 44-45 

College of Music 163 

Committee in Charge, College 

for Teachers 10 

Conservatory of Music 164 

Court Domestic Relations 160-161 

Dental Society 136,139 

Employers 119 

Experiment Farm 56 

Farmers 55 

General Hospital 142 

Handbook of Cincinnati 80 

Health Department n 

Home and Kindergarten 72 

Improvement Associations .... 182-183 

Improvement of Teachers 21 

Juvenile Court 95 

Kindergarten School 153-154 

Law, Theology, Art 40 

Lloyd Library and Museum... 171 

Messenger Service 114, n; 

Mothers' Clubs 154-15' 

205 



206 



Index 



Co-operation — Continued. 

Municipal Reference Bureau... 40 

Music Festivals 165 

Nursing and Health 45 

Oral School 119 

Part Time Employment 135 

Penny Lunch 101 

Private Schools 152 

Psychology Department 135-136 

Public Library 169-170 

Red Cross 140-142,179-180 

Salesmanship 113 

Schmidlapp Bureau 168-169 

Social Centers 129-131 

Society Natural History 172-173 

Union Board of High Schools. . 9 

Vacation Schools 124 

Woman's Club 174-179 

Y. M. C. A 156-157 

Y. M. Mercantile Library 170 

Zoological Garden 173-174 

Co-operative Course, Boys' Tech- 
nical 51 

Co-operative Course, Girls' Tech- 
nical 52-53 

Course of Study, Making of 69-70 

Credit Courses for Teachers 152 

Dean of Girls 49 

Defectives, School for Mental.... 95 

Delinquent Children 160 

Dental Clinic 137 

Dental Clinic, Free 136 

Dental Society in Co-operation. . 136, 139 

Dental Surgery, College of 158-159 

Deutscher Lehrer Vercin 189 

Deutscher Oberlehrer Verein.... 188 

Development of School System... 16-17 
Differentiation in Elementary 

Schools 69 

Directory of the Schools 195 

Directors of University 191 

Domestic Relations, Court of.... 160-161 

Domestic Science Course 51-52 

Domestic Science, Elementary 

Schools 75-76 

Douglass School 27 

Eclectic Medical College 157-158 

Education, Board of 9 

Elementary Schools, Organization 

of 15 

Elementary Schools, The 67-101 

Emfjloyers Co-operating 119 

Engineering, College of 44-45, 47 

English, Council of 188 

Enrollment of Pupils 14 

Evening Academic Classes 40, 107 

Evening Gymnastic Classes 106 

Evening School for Foreigners... 107-108 

Evening Schools, Organization of 15 

Evening Schools, The 102-108 

Executives 194 

External Courses 40 

Farm, Experiment 56 

Farmers' Co-operation 56 

Festivals, May Music 72,164-166 

Finances 12-14 

First Aid, Woodward 141-143 

Foreigners, Classes for 100-101 

Foreigners' Evening School 107-108 

Foremen, Continuation Class for 106 



Free Text-books 21 

Gardens, Home and School 124-129 

General Course 49-50 

General Science 56 

German, Council of 188 

German in Elementary Schools... 71-72 

German Teachers' Relief Ass'n... 189 

Graduate School 40 

Guilford School Frontispiece 

Guilford School Open- Air Room. . 127 

Gymnastic Classes, Evening 106 

Gymnasium, Sands School 83 

Harmonic 189 

Health, Board of 45 

Health Department 11 

Hebrew Union College 162-163 

Higher Education, Catholic 150-151 

Highlands School 29 

High Schools, Organization of... 14-15 

High Schools, The 47-66 

High Schools, Union Board of... 9, 193 
High School Teachers' Ass'n.... 188 
Home and Kndergarten Co-opera- 
tion 72 

Home and School Gardens 124-129 

Home Care of Sick 140-142 

Home Economics in Continuation 

Classes 119 

Hospital, General 142 

Household Arts, School of 40 

Hughes High School 63 

Hygiene, Elementary 140-142 

Hygiene, Mouth 136-139 

Hygiene, School 139-140 

Illustrations, List of 4 

Improvement Association, Fed- 
erated 182-133 

Improvement of Teachers 20-21 

Inciustrial Education — See Voca- 
tional Education. 

Institutions and Agencies, Other. 147-183 

Instruction, Department of 10 

Introduction 3 

lackson School Penny Lunch.... 177 

Janitors 11 

Kindergartens. . 15, 70-71, 153 

Kindergarten Training School... 153-154 

Lane Theological Seminary 161-162 

Latin, Council of 188 

Law School 159-160 

Library, The Public 169-170 

Young Men's Mercantile 170 

Lloyd 170-171 

I,ittle Mothers' Leagues 140,145-146 

Lloyd Library and Museum 170-171 

I<unch Rooms, High School 60-61 

Lunch Rooms, Penny 101 

Machine Shop Apprentices 119-120 

Manual 'Training Course 50-51 

Manual Training, Elementary 

School 74-75 

Material Equipment, Elementary 

School 69 

May Music Festivals 72,164-166 

Mechanics' Institute 152—153 

Medical College, Eclectic 157-158 



Indefl: 



207 



Medicine, College of 40, 45 

Mercantile Library 170 

Merit Lists for Appointment.... 18-20 

Messenger Service 114,117 

"Moder Baby 145 

Mothers' Club 71 

Mothers' Clubs, Association of. . 154-155 

Mothers' Leagues, Little 140,145-146 

Mothers' Pensions 160 

Municipal Reference Bureau 40 

Museum, The Art 171-172 

Music, College of 163 

Music, Conservatory of 164 

Music Course 53-54 

Music in Elementary Schools.... 72-73 

Natural History Society 172-173 

New High School 61 

Nursing and Health School 45 

Nursing Service, Red Cross 140 

Open- Air Class, Dyer 87, 89 

Open- Air School, Branch Hospital 91 

Open-Air Schools 82-87 

Opportunity Classes 96-100 

Oral School 88-95, 119 

Orchestras, School 54, 73 

Orchestra, Symphony 166-167 

Organizations of Teachers 185-189 

Orphanages, Catholic 149-150 

Oyler School 77, 79 

Parochial Schools, Catholic 149 

Part Time Employment 134,135 

Pattern Maker Apprentices 119-120 

Penmanship, Elementary School.. 80-81 

Penny Lunch 101,177 

Pension Fund. Teachers' 189-190 

Pensions, Mothers' 160 

Physical Training, Elementary 

School 81 

Physical Training, High School. . 58-59 

Piano Department 53 

Placement 135 

Plan, The Cincinnati 3, 41, 44 

Playgrounds, School 129 

Plunge, Sands School 85 

Pre-vocational Education 76-79 

Principals, Number of 10 

Private Schools 152 

Promotion, Elementary School . . 69 

Promotion, Opportunity Class ... 99 

Promotion, High School 58 

Promotion of "Teachers 18-20 

Psychological Clinic 135-136 

Public Library 169-170 

Public School System, Organiza- 
tion of 14-15 

Red Cross 140, 179-180 

Rehabilitation of School Plant.. 17-18 

Research, Vocational 132-133 

Salesmanship 113-114 

Sands School 31,83,85 

Schmidlapp Bureau 168-169 

Schoolmasters' Club 187 

School Plant 17-18 

School System as a Whole, Public 7-36 

Science, Bachelor of 43 

Secondary Schools, Catholic 150 

Short-unit Courses 120 

Sick, Home Care of 140-142 



Six-and-Six Organization 56-58 

Social Centers 15, 129-131 

Special Departments, Organiza- 
tion of IS 

Special School, Boys' 95-97 

Special Schools, Catholic ISO 

Speech, Corrective 88 

Stammerers 88 

Stowe, Calvin E 161 

Stowe, Harriet Beecher 162 

Student Organizations 60 

Summer Academic School. 123, 125 

Summer Schools, Organization of 15 

Supervisors, Number of 10 

Supper-cooking Class 106 

Survey, Vocational 134 

Symphony Orchestra 166-167 

Teachers, Appointment and Pro- 
motion of 18-20 

Teachers' Art Training Course. . 74, 172 

Teachers, College for 40, 41-44 

Teachers' Diploma 44 

Teachers, Improvement of 20-21,43 

Teachers, Number of 10-11 

Teachers' Organizations 185-189 

Teachers, Preferred List of 18-19 

'Teaching, Practice 42 

Tests, Bureau of City 40 

Text-books, Free 21 

'Theological Seminary, Lane 161-162 

Thomas, Theodore 163 

Truancy Department 11,131-132 

Tuberculosis, Eradication of 140 

University of Cincinnati 37 

Art 40 

Astronomical Observatory .... 40 

Bureau of City Tests 40 

Board of Directors 10, 193 

Board of Health 45 

Clinical School 40 

College for Teachers 40,41-44 

College of Commerce 40 

College of Engineering 40,44-45,47 

College of Liberal Arts 40 

College of Medicine 40,45 

Evening Academic Classes 40-107 

External Courses 40 

Graduate School 40 

' Kindergarten xiaining 153-154 

Law 40 

Municipal Reference Bureau... 40 

Nursing and Health 45 

PsvchoTogical Clinic 135-136 

Scnool of Household Arts 40 

Theology 40 

Vacation Schools 123-124 

Vaccination, Compulsory 139 

Vocational Education — 

Agricultural Course 55-56 

Apprentices, Machine Shop 119-120 

Apprentices, Pattern Maker.... 119-120 

Art Academy 172 

Art Course 54 

Art Teachers' Training Course. 74 

Boys' Co-operative Course 51 

Bureau, The Vocation 15,132-135 

Clinical School 40 

Commerce, College of 40 

Commercial Course 54-5S 

Commercial Course, Evening;... 106 



208 



Index 



Vocational ISducation — Continued. 

Continuation Class, Foremen... 106 
Continuation School, Compul- 
sory 111-112 

Continuation School, Voluntary 113-120 

Dental Surgery^ College of 158-159 

Engineering, College of 44—45, 47 

Farm, Experiment 56 

Girls' Co-operative Course 52-53 

(jirls' Industrial Classes 112 

Guidance, Bureau of Vocational 134-135 

Hebrew Union College 162-163 

Home Economics 119 

Hospital, General 142 

Household Arts, School 40 

Industrial School, Colored 155-156 

Industrial Schools, Catholic... 149-150 

Kindergarten Training 153-154 

Law School 159-160 

League, Civic and Vocational. .. 78-80 

Mechanics Institute 152-153 

Medical College, Eclectic 157-158 

Medicine, College of 40, 45 

Messenger Service 114, 117 

Music, College of 163 

Music, Conservatory of 164 

Music Course, Vocational 53 

Nursing and Health School 45 

Part-Time Employment 134,135 

Piano Department 53 



Vocational Education — Continued. 

Placement 135 

Pre-Vocational Education 76-79 

Research, Vocational 132-133 

Salesmanship 113-114 

Schmidlapp Bureau 168-169 

Service, Vocational 133-134 

Short-Unit Courses 120 

Supper-Cooking Class 106 

Survey, The Vocational 134 

Teachers, College for 40, 41-44 

Teachers, Credit Courses for... 152 

Teachers, Improvement of 20-21, 43 

Teachers, Training of Catholic. 151 

Teaching, Practice 42 

Theological Seminary, L,anc. . . . 161-162 

Work Certificates 132 

Y. M. C. A 156-157 

Vocation Bureau, The 15, 132-135 

Washburn School 33 

Wcstwood School 35 

Woman's Club 174-179 

Women Teachers' Association.... 187 

Woodward High School 65 

Work Certificates 132 

Y. M. C. A 156-157 

Zoological Garden, The 173-174 



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